Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform

Scientific literacy is a term that has been used since the late 1950s to de scribe a desired familiarity with science on the part of the general public . A review of the history of science education shows that there have been a t least nine separate and distinct goals of science education that are rela ted to the larger goal of scientific literacy. It is argued in this paper t hat instead of defining scientific literacy in terms of specifically prescr ibed learning outcomes, scientific literacy should be conceptualized broadl y enough for local school districts and individual classroom teachers to pu rsue the goals that are most suitable for their particular situations along with the content and methodologies that are most appropriate for them and their students. This would do more to enhance the public's understanding an d appreciation of science than will current efforts that are too narrowly a imed at increasing scores on international tests of science knowledge. A br oad and open-ended approach to scientific literacy would free teachers and students to develop a wide variety of innovative responses to the call for an increased understanding of science For all. (C) 2000 John Wiley & Sons, Inc.