Scientific Literacy Essay

Domain I: What is scientific literacy?
The term ‘scientific literacy’ has eluded precise definition ever since it was coined in 1958. That year, in light of the astonishing swift advancements made by mid-century scientists (e.g. the splitting of the atom, space exploration), three publications appeared that made reference to scientific literacy: a report by the Rockefeller Brothers Fund, which called for a larger technically trained workforce to safeguard our economic and military strength, and a more scientifically literate public able to execute civic responsibilities intelligently; a publication from Paul Hurd and colleagues at Stanford University that exhorted curricula leaders to develop pedagogies that promoted both the cultural and practical aspects of science; and a published address by the president of Shell Chemical Corporation, who called for new curricula emphasizing the fundamentals of science, its history, and its significance for active citizenship and everyday life (see DeBoer, 2000 for review). As DeBoer (2000) noted, however, all three publications used broad brushstrokes to define scientific literacy, thus shrouding the term in ambiguity. Indeed, when asked how they interpreted “scientific literacy,” scientists and science educators had disparate notions about the role content knowledge and a broader understanding of the nature of science had in developing a scientifically literate student (DeBoer, 2000). If nothing else, this example underscores the need for clear definitions and fully articulated curricular goals. To this end, educators have spent several decades making sense of the conceptual spectrum of scientific literacy, resulting in the dissection of scientific literacy into the following sub-genres: pra...

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...ific arguments. Second, because of their willingness to contact their representatives and make their voices heard, special interest groups target members of the attentive public, providing all the more reason that they be well informed on public policy issues (see Miller, 1983). To this end, one only needs to look at the staggeringly low numbers for evolutionary literacy in the United States, or the recent spike in measles and meningitis brought about by the scientifically unfounded anti-vaccination movement for an example of the damage scientific illiteracy has on the larger society. In this context, it is evident that higher levels of scientific literacy would tend to increase support for science and provide the public with a more realistic expectation of science and its capabilities.

Domain III: What can be done to achieve scientific literacy in the classroom?