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.
References
[1]
American Association for the Advancement of Science (AAAS) (1989). Science for all Americans: Project 2061. Washington DC: AAAS.
[2]
Apple, M. W. (1999). Power, Meaning, and Identity: Essays in Critical Educational Studies. New York: P. Lang.
[3]
Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the Conditions for Scientific Literacy: Are-Examination. American Educational Research Journal, 33, 261-295. http://dx.doi.org/10.3102/00028312033002261
[4]
Gilligan, C. (1977). In a Different Voice: Women’s Conceptions of Self and Morality. Harvard Educational Review, 47, 481-517.
[5]
Hickman, F. M., Patrick, J. J., & Bybee, R. W. (1987). Science/Technology/Society: A Framework for Curriculum Reform in Secondary Schools Science and Social Studies. Boulder, CO: Social Science Education Consortium, Inc.
[6]
Hodson, D. (1999). Going beyond Cultural Pluralism: Science Education for Sociopolitical Action. Science Education, 83, 775-796. http://dx.doi.org/10.1002/(SICI)1098-237X(199911)83:6<775::AID-SCE8>3.0.CO;2-8
[7]
Holbrook, J., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4, 275-288.
[8]
Hungerford, H. R., & Volk, T. L. (1990). Changing Learner Behavior through Environmental Education. Journal of Environmental Education, 21, 8-22. http://dx.doi.org/10.1080/00958964.1990.10753743
[9]
Lemke, J. L. (1990). Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.
[10]
Noddings, N. (2002). Educating Moral People: A Caring Alternative to Character Education. New York: Teachers College Press.
[11]
Pedretti, E., & Nazir, J. (2011). Currents in STSE Education: Mapping a Complex Field, 40 Years on. Science Education, 95, 601-626. http://dx.doi.org/10.1002/sce.20435
[12]
Reveles, Cordova, & Kelly (2004). Science Literacy and Academic Identity Formulation. Journal of Research in Science Teaching, 41, 1111-1144. http://dx.doi.org/10.1002/tea.20041
[13]
Roth & Lee (2002). Scientific Literacy as Collective Praxis. Public Understanding of Science, 11, 33-56.
http://dx.doi.org/10.1088/0963-6625/11/1/302
[14]
Sammel, A. (2012). Science Teacher Identity and Justice Education. LAP LAMBERT Academic Publishing.
