Abstract
Abstract For over two decades, scientists and science educators have been attempting to redefine science education from the perspective of meeting the pragmatic concerns of everyday life and participation in social decisions. However, as Fensham (2002) points out, the school curriculum is still very much content‐focused, with long lists of content elements. While there have been many claims for the centrality of scientific literacy in science curriculum design, there is no empirical evidence about the ways in which different rationales—personal, social, or cultural—might lead to different curricular emphases and content elements for school science curricula. The study reported in this paper takes as its point of departure four facets of human functioning to which scientific literacy may contribute from a personal, social, and scientific disciplinary perspective: everyday coping, social decision making, working in technological industrial enterprises, and extending the frontiers of science and technology. ...
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