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ERIC Number: ED108867
Record Type: RIE
Publication Date: 1975-Mar
Pages: 27
Abstractor: N/A
Reference Count: 0
Science Literacy and Alternative Futures.
O'Hearn, George T.
Presented is an operational definition of science literacy including knowledge of science, the processes of science, the nature of science and the social implications of science. Future-oriented supplemental teaching materials are proposed as the most viable alternative available for achieving literacy in science within the present school curriculum, with a minimum of investment and with little or no retraining of present personnel. The proposal to use the future as an organizing principle is based on the recognition that future-oriented rules and procedures are an indigenous part of science, and that future projections and plans are a crucial part of our current social structure. Reference to the educational utility of future-oriented learning exercises is also made. Selected samples of future-oriented, teacher-based materials are included, along with several samples of student-run projects, also future-oriented. The benefits and costs are described in terms of social utility, added benefit to the scientific community, and fundamental benefits to students. Finally, research questions are posed which focus on the assessment of science literacy, as defined, along with additional basic questions about students' ability to deal with future-oriented topics as a function of cognitive age, sex differences and cultural differences. (Author/BR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975)