Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Since the first use of ‘scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ‘ill-defined and diffuse’.
📊
Key Findings & Data:Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study.
💡
Conclusion & Impact:Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
Since the first use of ‘scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ‘ill-defined and diffuse’. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world.
🔖
Cite This Article
DILLON, J. (2022). On scientific literacy and curriculum reform. International Journal of Environmental and Science Education (elektronik), Cilt: 4 - Sayı: 3, 201–213. https://ajindex.com/articles/540872
Bartholomew, J., Osborne, J., & Ratcliffe, M. (2004). Teaching students ‘Ideas-About-Science’: Five dimensions of effective practice. Science Education, 88, 655–682.
Blades, D. (1997). Procedures of power and curriculum change: Foucault and the quest for possibilities in science education. New York: Peter Lang. Burden, J., Campbell, P., Hunt, A., Millar, R., Scott, P., Ametller, J., Hall, K., Leach, J., Lewis, J., Ryder, J., Bennett, J., Hogart, S., Ratcliffe, M., Hanley, P., Osborne, J., & Donnelly, J. 2007). Twenty First Century Science Pilot Evaluation Report. York/London: UYSEF/Nuffield Foundation. Retrieved 7 December 2008 from, http://www.21stcenturyscience.org/data/files/c21-evaln-rptfeb07-10101.pdf.
Council of Ministers of Education, Canada (CMEC). (1997). Common framework of science learning outcomes K to 12: Pan-Canadian protocol for collaboration on school curriculum for use by curriculum developers. Toronto, ON, Canada: Author. Champagne, A.B., & Lovitts, B.E. (1989). Scientific literacy: A concept in search of definition. In A.B. Champagne, B.E. Lovitts & B.J. Callinger (Eds.), This year in school science: Scientific literacy (pp. 1–14).
Washington, DC: AAAS. Department of Education, Pretoria. (2002). Revised national curriculum statement for grades R-9 (schools): Natural sciences. Pretoria; South Africa. De Vos, W., & Reiding, J. (1999). Public understanding of science as a separate subject in secondary schools in the Netherlands. International Journal of Science Education, 21, 711–719.
Fensham, P. J. (1998). The politics of legitimating and marginalizing companion meanings: Three Australian case stories. In D.A. Roberts & L. Östman (Eds.), Problems of meaning in science curriculum (pp. 178–192). New York: Teachers College Press.
Goodrum, D., Hackling, M., & Rennie, L. (2000). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs. High Level Group on Science Education. (2007). Science Now: A renewed pedagogy for the future of Europe. Brussels: European Union. Hodson, D. (2008). Towards scientific literacy. A teachers’ guide to the history, philosophy and sociology of s