Science Literacy: a More Fundamental Meaning

Over a century of attention to “science literacy for all” has not produced a public that can appreciate a common body of core science facts, concepts, and methods; nor have many acquired from their years in K–12 education the ability to apply science learning to everyday problems or to the scientific issues that concern a democracy. Some have called the endeavor impossible and moved on to lesser goals of science appreciation and heuristic guides to choosing trusted experts. However, a route to science literacy may yet be possible, if we redefine the goal as achieving literacy within a community. The tools for that end are different from what is generally offered in the classroom. What will be more helpful is a set of core values that underlie the generation of science concepts and facts, that inform the methods of science, and most importantly, that enable the social interchange that is the essence of the scientific endeavor. These values—the ethos of science—should be offered to elementary school students as a culture that forms through inquiry into questions students bring with them from their own experiences. Suggestions are offered as to how this might come about, with the central role occupied by the teacher as model and with the culture nurtured by the teacher, by a practitioner from the world of science, and eventually by the energy and contributions of the students themselves.