Perspectives on Science Literacy: A comparative study of United States and Kenya

Results from a science literacy survey administered to the American and Kenyan educators are presented. Sixty-three educators from the U.S. and Kenya responded to a survey about their perspectives on science literacy. The research questions were designed to examine the factors that affect students’ performance in science, the skills required for students to be successful in science, and the challenges of teaching science and recommendations for improving scientific literacy in both countries. Results indicate that educators from both countries have similar concerns about science teaching and learning but they also face some unique problems. The participants were all in agreement regarding proficiency in English language and literacy skills as key contributors to the acquisition of science literacy. The educators integrated these skills through reading, writing of science materials, research, and the discourse of science. The main challenges identified included students’ attitude towards science and lack of interest. In addition, the Kenya educators also identified lack of proficiency in English language, lack of good science foundations, and lack of resources and materials as additional challenges. The results of this study imply that both science and literacy educators should work together to increase students’ proficiency in science