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

Abstract Full-Text HTML XML Download Download as PDF (Size:256KB) PP. 849-857
DOI: 10.4236/ce.2014.510098    5,224 Downloads   6,689 Views   Citations

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.


Cite this paper

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.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] American Association for the Advancement of Science (AAAS) (1989). Science for all Americans: Project 2061. Washington DC: AAAS.
[2] Apple, M. W. (1999). Power, Meaning, and Identity: Essays in Critical Educational Studies. New York: P. Lang.
[3] Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the Conditions for Scientific Literacy: Are-Examination. American Educational Research Journal, 33, 261-295. http://dx.doi.org/10.3102/00028312033002261
[4] Gilligan, C. (1977). In a Different Voice: Women’s Conceptions of Self and Morality. Harvard Educational Review, 47, 481-517.
[5] Hickman, F. M., Patrick, J. J., & Bybee, R. W. (1987). Science/Technology/Society: A Framework for Curriculum Reform in Secondary Schools Science and Social Studies. Boulder, CO: Social Science Education Consortium, Inc.
[6] Hodson, D. (1999). Going beyond Cultural Pluralism: Science Education for Sociopolitical Action. Science Education, 83, 775-796. http://dx.doi.org/10.1002/(SICI)1098-237X(199911)83:6<775::AID-SCE8>3.0.CO;2-8
[7] Holbrook, J., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4, 275-288.
[8] Hungerford, H. R., & Volk, T. L. (1990). Changing Learner Behavior through Environmental Education. Journal of Environmental Education, 21, 8-22. http://dx.doi.org/10.1080/00958964.1990.10753743
[9] Lemke, J. L. (1990). Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.
[10] Noddings, N. (2002). Educating Moral People: A Caring Alternative to Character Education. New York: Teachers College Press.
[11] Pedretti, E., & Nazir, J. (2011). Currents in STSE Education: Mapping a Complex Field, 40 Years on. Science Education, 95, 601-626. http://dx.doi.org/10.1002/sce.20435
[12] Reveles, Cordova, & Kelly (2004). Science Literacy and Academic Identity Formulation. Journal of Research in Science Teaching, 41, 1111-1144. http://dx.doi.org/10.1002/tea.20041
[13] Roth & Lee (2002). Scientific Literacy as Collective Praxis. Public Understanding of Science, 11, 33-56. http://dx.doi.org/10.1088/0963-6625/11/1/302
[14] Sammel, A. (2012). Science Teacher Identity and Justice Education. LAP LAMBERT Academic Publishing.

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.