Are We Preparing Science Literate Citizens?

Scientific literacy is that which influences students’ decisions about personal and societal problems and consequently affects political decisions in a democratic society (Lederman, Lederman, & Antink, 2013). The primary rallying point for science education reform should be the perceived level of scientific literacy among a nation’s citizens.

Thus, a scientifically literate person is one who (Hurd, 1997):

· Distinguishes experts from the uninformed.

· Distinguishes theory from dogma, and data from myth and folklore. Recognizes that almost every fact of one’s life has been influenced in one way or another by science/technology.

· Knows that science in social contexts often has dimensions in political, judicial, ethical, and sometimes moral interpretations.

· Senses the ways in which scientific research is done and how the findings are validated.

· Uses science knowledge where appropriate in making life and social decisions, forming judgments, resolving problems, and taking action.

· Distinguishes science from pseudo-science such as astrology, quackery, the occult, and superstition.

· Recognizes the cumulative nature of science as an “endless frontier.”

· Recognizes scientific researchers as producers of knowledge and citizens as users of science knowledge.

· Recognizes gaps, risks, limits, and probabilities in making decisions involving a knowledge of science or technology.

· Knows how to analyze and process information to generate knowledge that extends beyond facts.

· Recognizes that science concepts, laws, and theories are not rigid but essentially have an organic quality; they grow and develop; what is taught today may not have the same meaning tomorrow

· Knows that science problems in personal and social contexts may have more than one “right” answer, especially problems that involve ethical, judicial, and political actions.

· Recognizes when a cause and effect relationship cannot be drawn. Understands the importance of research for its own sake as a product of a scientist’s curiosity.

· Recognizes that our global economy is largely influenced by advancements in science and technology.

· Recognizes when cultural, ethical, and moral issues are involved in resolving science–social problems.

· Recognizes when one does not have enough data to make a rational decision or form a reliable judgment.

· Distinguishes evidence from propaganda, fact from fiction, sense from nonsense, and knowledge from opinion.

· Views science–social and personal–civic problems as requiring a synthesis of knowledge from different fields including natural and social sciences.

· Recognizes there is much not known in a science field and that the most significant discovery may be announced tomorrow.

· Recognizes that scientific literacy is a process of acquiring, analyzing, synthesizing, coding, evaluating, and utilizing achievements in science and technology in human and social contexts.

· Recognizes the symbiotic relationships between science and technology and between science, technology, and human affairs.

· Recognizes the everyday reality of ways in which science and technology serve human adaptive capacities, and enriches one’s capital.

· Recognizes that science–social problems are generally resolved by collaborative rather than individual action.

· Recognizes that the immediate solution of a science–social problem may create a related problem later. Recognizes that short- and long-term solutions to a problem may not have the same answer

Therefore; the scientific literacy shapes the individual’s worldview. The concept of a worldview focuses on individuals’ perceptions of their role in the world, the relationship of humans to the environment, and epistemology (the philosophical study of the nature, origin, and limits of human knowledge). The phrase “nature of science” typically refers to the epistemology of science, science as a way of knowing, or the values and beliefs inherent to the development of scientific knowledge (Lederman, 1992, 2007).

As science teachers and educators in Lebanon, we ask ourselves: are we preparing scientific literate students?