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This paper examines the extent to which the specific objectives in the basic schoolscience curricula reflect the notion of scientific literacy as envisaged by the curriculumdevelopers. The specific objectives for teaching, learning and assessment wereanalysed using a consensus building approach to identify objectives addressing thethree profile dimensions emphasised in the two curricula. The findings revealed that farmore emphasis is put on knowledge and understanding in the upper primary and juniorsecondary school science curricula than the curriculum developers had intended. Also,the anticipated percentage weights of the three profile dimensions are inconsistent withwhat obtains in the two curriculum documents. The curriculum developers thereforeneed to address the issue of how much content is necessary to emphasise thedevelopment of science attitudes and process skills at the primary school level andapplication of knowledge at the junior secondary school level as envisaged. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 1-14

Towards Scientific Literacy for Basic School Pupils: Which Profile Dimensions are Emphasised in the Ghanaian Basic Science Curricula?