摘要：Scientific literacy is a term which has been internationally used since the 1950s. In recent decades,the term has often been connected to the Programme for International Student Assessment (PISA). The term also appears in the context of the Czech educational system,though it has multiple definitions. The objective of this study is to analyze and compare four documents on scientific literacy (of which three are Czech and one international). Content analysis and comparison of the documents show that individual definitions of the term share the following features: knowledge and the use of scientific terms,knowledge and the use of the scientific methods,reflection of scientific work,and the broader context of scientific knowledge. The definitions differ only slightly,mostly in their emphasis on the environment,the connections between the development of scientific and reading literacy,how they deal with information obtained from the media,and other minor details. The study concludes by showing that implementation of scientific literacy in the current revised curriculum seems to be possible without major difficulties.
其他摘要：Přírodovědná gramotnost je pojem,který je od 50. let 20. století užíván v mezinárodním prostředí,v posledních desetiletích v souvislosti s šetřením PISA. Také v kontextu vzdělávání v České republice se s tímto pojmem můžeme setkat,ačkoli neexistuje jeho j
