Chapter 9: Scientific Literacy and the New Progressivism
Chapter Goals:
1. Clarify what is meant by scientific literacy.
2. Relate scientific literacy to other educational goals.
3. Summarize the development of the concept of scientific literacy from the 1960’s
through the 1980’s.
Historic Overview
 1960’s & 1970’s—the emphasis on keeping up with the Soviet’s diminishes and
more focus is given to providing an equitable education environment to
American’s regardless of race, gender, physical handicap, economic status
 The call is for science for an “enlightened citizenry” not an “educational elite”
o Therefore science should be relevant to a wide range of students
 Provide for differences in ability/student interest
 Provide for student choice in course selection
 Provide individualized instruction
 These ideas of student interest/social relevance were like those of the progressive
education movement of the 1950’s that had been condemned
 1970’s “scientific literacy” and “new progressivism” becomes the watchword in
science education
Scientific Literacy
 1958--First used by Paul DeHart Hurd of Stanford University
o Said scientific literacy was an understanding of science and its application
to social experience because of the growing influence of science in the
field of technology, and its impact on values, politics and economic
problems
 1963—Robert Carlton, NSTA—Asks scientists and science educators what
scientific literacy means.
o Most said greater content knowledge in a broad range of scientific fields
o Few spoke of the relationship between science and society
o Howard Meyerhoff said scientific literacy implied not “omniscience” but
“sufficient knowledge” to understand reports given of new discoveries
 1965—Koelsche identifies principles and vocabulary
o 175 scientific principles and 693 vocabulary words that were most
common in newspapers and magazines
o These lists should be taught to provide knowledge of a “desirable subject
matter”
 1967—Milton Pella examines 100 science education articles to determine what is
meant by scientific literacy
1. Interrelations between science and society (67 times)
2. Ethics of science (58 times)
3. Nature of science (51 times)
4. Conceptual knowledge (26 times)
5. Science and technology (21 times)
6. Science in the humanities (21 times)
Pella said the new science curricula failed to include adequate mention of social
applications, technology, and science in the humanities.
 1974—Norman Smith, NASA aerospace researcher defines scientific literacy as
“an understanding of the events around us, the ability to verify the truth of claims
made by lay persons and the popular media about science, and the ability to
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evaluate the relevance and importance of scientific developments and projects in
relation to the needs of society.”
To most people, the idea of scientific literacy meant a broad and functional
understanding of science.
Science should be understood as an important social force that people could use to
answer questions in their daily lives, not simply as a set of abstract principles
familiar only to experts.
Hurd suggests that scientific literacy meant understanding the coherence of
science and society
1971—NSTA identifies scientific literacy as the most important goal for science
education for the 1970’s.
o They said a scientifically literate person understands the interrelationships
between science, technology, and other factors in society including social
and economic development
o Reaffirmation of progressive education principles
Science-Technology-Society Theme
 1971—James Gallagher proposes an STS (science-technology-society) theme of
science education. Said that understanding the interrelations of science,
technology, and society are as important as understanding the concepts and
processes of science.
 1982—NSTA links STS and scientific literacy
o Incorporates a humanistic education, value oriented, relevant to personal
life, society, and environmental concerns
 Humanistic View
1. did not omit human factor when teaching science
2. included connection between science and humanities
3. used humane teaching methods (student choice, meaningful
experience)
 Values Education—key component of STS approach
o important so students could make informed decisions regarding critical
issues that affected their lives (nuclear holocaust, polluted water and
atmosphere, lead poisoning, energy conservation, and soil erosion)
 Environmental Education
o Part of STS approach but also separate subject
o Environmental education efforts were characterized by a lack of
organization, vague, and they disregarded curricular guidelines
Organization of Science
 1982—Hofstein & Yager argued that we should organize science curriculum
around social issues rather than concepts of disciplines – very controversial They
argued content should be selected not because of its disciplinary value but
because of its utility in dealing with real-world problems. Said the issues
approach would appeal to a wider audience of students than discipline-centered
approach.
 Widely disputed that this way of organization would be counter productive to
scientific literacy because it focused on temporary societal issues rather than skills
for dealing with technological problems of the future
 Opponents Kromhout and Good said it wasn’t bad to use socially relevant
problems to motivate students to study science, but it is not ok to use current
(temporary) societal issues as fundamental organizers for science curriculum –
this perpetuates our country’s widespread flight from science.