Desirable Science Education

Findings from a Curricular Delphi Study on Scientific Literacy in Germany

  • Theresa Schulte

Table of contents

  1. Front Matter
    Pages I-XXI
  2. Theresa Schulte
    Pages 1-4
  3. Theresa Schulte
    Pages 5-84
  4. Theresa Schulte
    Pages 85-114
  5. Theresa Schulte
    Pages 115-227
  6. Theresa Schulte
    Pages 229-249
  7. Back Matter
    Pages 251-273

About this book


As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students’ general education and literacy.


  • Science in the Context of General Education
  • Curricular Processes in Science Education
  • Design of the Curricular Delphi Study on Science Education
  • Instruments of Data Collection and Methods of Data Analysis
  • Results of the Different Rounds
  • Comparison to Findings in Other (European) Countries

Target Groups

  • Researchers and students in the fields of chemistry education and science education
  • Teachers of natural sciences, especially chemistry

The Author                                                  

Dr. Theresa Schulte holds a doctoral degree from the Department of Chemistry Education of Freie Universität Berlin, Germany. She cooperated in an EU project to promote scientific literacy in Europe and is currently a chemistry and English teacher at a secondary school.


Curriculum Stakeholders PROFILES Project Curricular Processes Science Education Research

Authors and affiliations

  • Theresa Schulte
    • 1
  1. 1.Freie Universität Berlin BerlinGermany

Bibliographic information

  • DOI
  • Copyright Information Springer Fachmedien Wiesbaden GmbH 2017
  • Publisher Name Springer Spektrum, Wiesbaden
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-658-18253-3
  • Online ISBN 978-3-658-18254-0
  • Buy this book on publisher's site