Evolution of Global Science Literacy as a Curriculum Construct

Abstract

Science as a major component of school curricula can provide a model of a process for effective communication and decision making across barriers to understanding imposed by differences in culture and language, a fundamental objective of the social studies curriculum construct of global education (Anderson, 1992). The scientific process can provide a model for achieving dialogue among peoples with different languages and from diverse cultures. Science in school curricula can also become a common meeting ground for science teachers and social studies teachers. It provides an avenue of linkage between the curricular areas and an opportunity for interdisciplinary planning and teaching. Together social studies and science teachers can help to ensure that our future leaders and voters will understand our interrelationships with peoples around the world and how our daily activities affect our planet and its resources. This is a fundamental goal of global education. It also lies at the core of Earth Systems Education, discussed in the next section of this chapter, and our efforts to develop a global science literacy rationale and program, the topic of this chapter.