Desirable Science Education
Findings from a Curricular Delphi Study on Scientific Literacy in Germany
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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.
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.