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ERIC Number: EJ911888
Record Type: Journal
Publication Date: 2010-Nov
Pages: 2
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-0013-1377
What Do Researchers Say about Scientific Literacy in Schools?
McGregor, Debbie; Kearton, Ginny
Education in Science, n240 p22-23 Nov 2010
This article is the second in a thread of three pieces about scientific literacy. The first, written by Edgar Jenkins, provided an introduction to scientific literacy within the context of citizenship and the ways that scientific literacy might be interpreted by those with a concern about public understanding of science or the public engagement with science. This piece focuses more directly on implications to be considered for school science and the following one will be a review of research about teaching scientific literacy skills (developed mainly through discussion, reading and writing). In recent years, "scientific literacy" has become increasingly prominent in international discussions about the aims and purposes of science education. However, as Millar (2007), Osborne (2007) and Hodson (2008) indicate, there is no clearly agreed and well-articulated definition of scientific literacy. Increasingly, though, many commentators on science education refer back to the detailed justifications provided by the American Association for the Advancement of Science (AAAS, 1993), which describe how scientific literacy should consider the following: "When people know how scientists go about their work and reach scientific conclusions, and what the limitations of such conclusions are, they are more likely to react thoughtfully to scientific claims and less likely to reject them out of hand or accept them uncritically" (AAAS, 1993: 3). [For part I, see EJ911872.]
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A