Scientific literacy has been a topic of research for several decades. However, very few studies have directly focused on clarifying the content of scientific literacy for students in vocational senior high schools. To fill this research gap, in this study, a comprehensive set of scientific literacy indicators was developed for students from the industrial sector of vocational senior high schools in Taiwan. This objective was achieved through an extensive literature review and consultation with science educators who are experts of scientific literacy. Subsequently, the study presented a tentative framework suitable for students in the industrial sector. Comments on the appropriateness of the framework were collected from 28 scholars and 41 vocational high school teachers through two rounds of Delphi survey. Subsequently, statistics were compiled, and the framework was finalized through two rounds of consensus meetings with experts familiar with science education and vocational education. The following five dimensions were identified: possessing basic scientific knowledge, engaging in basic scientific inquiry and communicating in order to solve problems, applying scientific thinking to solve problems encountered in daily life, applying scientific knowledge and methods at the workplace, as well as holding an appropriate attitude and behavioral disposition towards sciences. On the basis of our findings, several suggestions concerning the development of suitable curricula for students in the industrial sector of vocational senior high schools are presented.
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