Improving the scientific literacy of primary school students from the perspective of double reduction: practical inspiration

Abstract

Higher standards for elementary and secondary school students' education have emerged in response to the expansion of the education sector, which has intensified educational competitiveness. Once implemented, the "double reduction" program successfully manages macro society as a whole and pushes for educational institution change. One of the biggest challenges that elementary and secondary school students have when trying to improve the quality of their education is determining whether or not the institutions that teach these subjects are being adequately transformed. A student's natural talent is only one of several contextual elements contributing to their scientific achievement. This article aimed to find high-achieving students' most salient contextual traits in scientific literacy. This article looks at how the "double reduction" strategy has affected educational institutions from both the student and parent points of view. According to the findings, schools will again be the centre of attention under the "double reduction" program, which aims to improve education. The expectations of schools, parents, and students continue to limit the transformation of elementary and secondary educational institutions even though the government and educational institutions have implemented some steps to alleviate the "double reduction" strategy. According to the research, the factors that were found to have the greatest impact on the target students' exceptional accomplishments in science were the following: the quality of teachers' educational materials practices, the disciplinary climate, the amount of time and effort put into learning; the resources available to students through school media; the number of teachers on staff; and students' belief in their abilities. The knowledge gained from this study may be useful in future research on students' scientific literacy abilities