Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.

中文翻译：

---

如何提高化学素养？在线问题提出并与科学家交流

促进学生的化学素养是当前科学教育的重点。这项研究考察了化学家和化学老师对化学素养的看法，更广泛地看，对四种利益相关者的科学素养的看法：科学家，教师，STEM学生和受过教育的公众。我们探讨了347名代表的观点，这些代表分别代表具有四个科学素养的四个利益相关者团体以及一位“问问科学家”公共网站作为沟通渠道，通过提出问题来促进化学素养。研究工具包括访谈，开放式问卷和从网站检索的问题。我们发现，网站上提出的问题表达了学生所构建的一系列化学素养水平。利益相关者团体使用各种类型的交流渠道表达了他们对经历的不同看法，认为有必要鼓励学生提出问题并接受科学家的回应。我们的研究以化学素养为例，被置于科学素养和沟通渠道的更大范围内，重点是在“ Ask-a-Scientist ”背景下科学家与化学老师之间的交流网站。它建立了各种利益相关者的回应与有关科学素养的文献定义之间的联系，重点是化学素养。从实践的角度来看，该研究提出了一种有效的沟通渠道，可以在化学和其他科学领域提出问题。从方法上讲，这项研究包括设计工具，用于分析不同利益相关者的观点以及评估化学问题的复杂性水平，这可能会为化学教育者服务。