ERIC Number: ED344758
Record Type: Non-Journal
Publication Date: 1990-Jan
Reference Count: N/A
Scientific and Technological Literacy: Education for Change.
The purpose of this paper is to argue that, given the role science and technology play in economic and social development in today's world, scientific and technological literacy must be given priority as an essential component of basic education. This paper begins by presenting some of the dilemmas posed by the role science technology plays in our daily lives. The argument is made that nothing short of revolutionary changes in our present education systems will be necessary to meet these challenges. The development of a community of scientists and the development of a scientific and technologically literate populace need to be the goal of all countries. Broadening the scope of basic education to include scientific and technological literacy is the first step. The background section attempts to provide a context for educational and political leaders to use in making policy. First, science and technology development are briefly defined and discussed, including the interaction between them. Secondly, an attempt is made to clearly and directly answer the question "Why should basic education be broadened to include science and technological literacy?" Finally, the background section of the paper spells out the essential areas of knowledge and skills that are basic and the concepts in these areas that need to be understood and learned by every citizen. The third section of the paper reviews some of the major facts and issues policy makers will find useful in planning for policy reformulation. A country-by-country review of current practices in science, mathematics and technology is followed with a discussion of what planning implementation considerations are necessary in order to include science, mathematics and technology in basic education. A similar review of the major facts and issues addresses teacher training and effective teaching and learning strategies for science, mathematics and technology in the primary school and/or adult education. Finally, issues and a summary of the research literature on women and scientific and technological literacy is presented. In section 4, the major issues involved in scientific and technological literacy (planning, prioritizing, and financing) are considered. The paper concludes with a challenge to the major issues involved inplanning, prioritizing, and financing are considered from the perspective of the policymaker. (40 references) (KR)
Descriptors: Basic Skills, Budgeting, Career Choice, Educational Change, Elementary Secondary Education, Females, Foreign Countries, Learning Strategies, Mathematics Education, Postsecondary Education, Science and Society, Science Education, Science Instruction, Scientific Literacy, Teacher Education, Teacher Effectiveness, Technological Advancement
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France).