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.
Highlights
It is widely agreed that the term “scientific literacy” is a slogan within science education “meaning all things to all people”, it is agreed that it does “serve to indicate the intentions of science education” (Holbrook & Rannikmae, 2009: p. 277)
Effective science education to promote scientific literacy necessitates the interactivity of 3 agendas: students generating a conceptually accurate understanding of the science concept being taught; students developing the ability to reflect on the nature of that science (Nature of Science: the philosophies, agenda, history and practices of science itself); and thirdly, for students to place all of this information within a wider socio-cultural framing (Science as a Human Endeavour)
This article has shown that scientific literacy implies more than just an understanding of science content knowledge and the ability of students to engage in the scientific process
Summary
It is widely agreed that the term “scientific literacy” is a slogan within science education “meaning all things to all people”, it is agreed that it does “serve to indicate the intentions of science education” (Holbrook & Rannikmae, 2009: p. 277). It aims to contribute to student’s abilities to be critical and creative thinkers, establish ethical principals, building language and negotiation skills, and lead to a greater sense of ownership and pride in being a lifelong learner It responds to the call for science to be grounded in the lived experiences of the students while connecting to the sociocultural environment of the community. It means placing the discipline of science within socio-cultural frames and allowing the students to view the current and historical nature of science In this sense, effective science education to promote scientific literacy necessitates the interactivity of 3 agendas: students generating a conceptually accurate understanding of the science concept being taught (via constructivist methods); students developing the ability to reflect on the nature of that science (Nature of Science: the philosophies, agenda, history and practices of science itself); and thirdly, for students to place all of this information within a wider socio-cultural framing (Science as a Human Endeavour)
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