Defining Scientific Literacy Scientific Literacy not easy to

Defining Scientific Literacy

Scientific Literacy not easy to define – Dewey all the way down to. . . – current reform movements several types – cultural or nominal (recognition of terms) – functional (use of scientific/technical terms) – conceptual/procedural (concepts/processes) – multidimensional (nature of science, social context, differentiates science from other ways of knowing)

Common Elements content knowledge – facts – vocabulary – concepts skills – manipulative – intellectual dispositions – attitudes – behaviors

What is worth knowing? personal needs societal needs global needs

How should one think? logically independently objectively skeptically critically rationally

Benefits of Scientific Literacy: develop effective solutions to problems foster intelligent respect for nature avoid being prey to dogmatists assess use of new technologies

Most Americans aren’t scientifically literate. Only 6. 9% of Americans are according to Jon Miller - NIU. 1990 telephone survey (94% have phones). 2033 individuals interviewed.

Familiarity with Facts, Vocabulary & Concepts O 2 comes from plants 85% plate tectonics 77% light faster than sound 48%

Familiarity Continued earth orbits the sun 48% humans and dinosaurs not concurrent 47% evolution as a concept 45%

Familiarity Continued atom-electron (smaller) lasers work with light universe began with a Big Bang 41% 37% 32% (36% got 6 or more correct)

Scientific literacy surveys. . . Only 6. 9% of US populace is scientifically literate at the lowest level - recall. Studies in ‘ 79, ‘ 85, ‘ 88, ‘ 90 show no significant changes.

Current Standings of Scientific Literacy Ranking Luxemborg (8%) Great Britain Denmark/US (6. 9%) Netherlands Canada France E. C. (European Average) Italy Germany Ireland Belgium Greece Spain Portugal (1%) Note that South Korea and Japan are not even on the list!

The Outlook: In the US 40 - 50 year olds are the most scientifically literate: – those 60 - 70 have low rate. – those 20 - 30 have low rate. In foreign countries scientific literacy decreases with age. Implications are profound.

The Problems: Science teachers not oriented toward scientific literacy emphasize: answers over questions memory over thought recitation over argument reading over doing

The Problems: Teaching practices: little metacognition going on teaching versus learning training versus educating failure to determine essential content teaching topically, not thematically focusing on low-order skills poor assessment skills/programs emphasizing breadth over depth

The Problems: Science & math voluntary most pupils take biology in HS 45% take chemistry in HS 23% take physics in HS 10% take no algebra 6% take calculus

The Problems: The minorities, girls, and non-college-bound students are under-represented Personal relativism has become a societal problem

We are all responsible for. . . the current state of affairs breadth over depth seatwork over activity memorization over critical thinking recitation over well-reasoned argument making necessary changes.

Help is available. . . NRC -- National Science Education Standards AAAS -- Project 2061 NSTA -- Scope, Sequence, and Coordination ISBE -- Illinois Learning Standards

National Science Education Standards Scientific literacy requires “knowledge and understanding of scientific concepts and processes. . . for personal decision making, participating in civic and cultural affairs, and economic productivity. ”

Project 2061: Science for all Americans “The scientifically literate person is one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations;

understands the key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity;

and uses scientific knowledge and scientific ways of thinking for individual and social purposes. ”

Illinois Learning Standards “Science is the quest for objective truth. It provides a conceptual framework for the understanding of natural phenomena and their causes and effects.

Among the purposes of the study of science is the development of students who are scientifically knowledgeable, understand that modern technological growth is an outcome of the scientific enterprise;

knows the difference between objective fact and subjective values, and can apply scientific thinking and information in problem solving and decision making. ”