What is scientific literacy?
Historically the concept of scientific literacy has been identified as a means for providing the general public with “a broad understanding of the natural world and the way it affects people's personal and social lives” (DeBoer, 2000, p.52). More specifically, this term broadly designates one’s ability to employ understanding of science-based knowledge and processes in order to make informed choices about issues and problems arising in society (Hurd, 1958, as cited in Bybee, McCrae, & Laurie, 2009, p.866; Kaya, Bahceci, & Altuk, 2012, p. 495; NSW Department of Education and Communities, 2011). Because of this, the process of developing scientific literacy in students has been labeled as the crux of science education (Board of Studies NSW, 1993, p. 13; Hodson, 2009, p. 4), and is fostered through a process of inquiry rather than knowledge acquisition (Martin, 2006, p.55). Furthermore, beyond simply applying science, scientific literacy is said to involve aptitude in interpreting and developing scientific as well as technological ideas, values and skills to achieve societal aspirations (Bybee, Powell, & Trowbridge, 2008, p. 86; Cavagnetto, 2010, p.338). Scientific literacy has also been more contemporarily defined and assessed within the components of scientific contexts, competencies, knowledge and student attitudes toward science (Bybee, McCrae, & Laurie, 2009, p.866).
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II