In Germany, science education is divided into the specific disciplines biology, chemistry, and physics. Consequently, students acquire domain-specific competencies besides scientific literacy. There is no evidence to what extend the science test of PISA is able to assess those domain-specific competencies additionally to the scientific literacy. Based on theoretical assumptions according to scientific literacy, this study addresses the questions (1) whether a unidimensional model of scientific literacy exceeds multidimensional models, (2) whether domain-specific competencies might fit a hierarchical structure or (3) whether domain-specific competencies can be analytically separated from scientific literacy. First order, second order, and nested factor models were analyzed by confirmatory factor analyses based on the German PISA-E data set of 2006. The results indicate that a unidimensional model of scientific literacy is preferable and that domain-specific competencies cannot be separated by means of the science test of PISA.
Translated title of the contributionInvestigating the dimensionality of the PISA science test using the example of scientific literacy and domain-specific competencies
Original languageGerman
Issue number3
Pages (from-to)254-268
Number of pages15
Publication statusPublished - 03.2017

    Research areas

  • PISA, science test, dimensionality, scientific literacy, domain-specific competencies

ID: 659110