Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science - Creative Education

CE > Vol.5 No.10, June 2014

Creative Education

Volume 5, Issue 10 (June 2014)

ISSN Print: 2151-4755 ISSN Online: 2151-4771

Google-based Impact Factor: 1.02 Citations h5-index & Ranking

Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science ()

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Download as PDF (Size: 256KB) PP. 849-857

DOI: 10.4236/ce.2014.510098 11,215 Downloads 18,217 Views Citations

Author(s)

Alison J. Sammel

Affiliation(s)

Education and Professional Studies, Griffith University, Gold Coast, Australia.

ABSTRACT

What does it mean to be scientifically literate? Historically, dominant understandings of scientific literacy focus on science content acquisition. However, new understandings imply more genuine and authentic interactivity between science content knowledge/skills and understanding of the economic, sociocultural, religious, ecological, ideological, political and temporal connections upon which the science is based: this is the task of Science as a Human Endeavour. This paper presents a snapshot of what Science as a Human Endeavour is, its purpose and factors to consider. Science as a Human Endeavour doesn’t just necessitate that we change our teaching practices: it forces us to rethink the teaching and learning of science and the reason why we are doing it.

KEYWORDS

Science Education, Science as a Human Endeavour, Nature of Science, Scientific Literacy, Emancipatory Education

Share and Cite:

Sammel, A. (2014) Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science. Creative Education, 5, 849-857. doi: 10.4236/ce.2014.510098.

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