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The Challenge of Scientific Literacy
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One of the goals of science education (K-12) in Atlantic Canada is to help all students develop high levels of scientific literacy. Although conceptions of scientific literacy vary, many conceptions are multi-faceted and extend well beyond simply learning the concepts, principles, and theories of science. For example, science curriculum framework documents in New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island define scientific literacy as an “evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them” (Department of Education, 2002, p.1). Helping students develop understandings, skills, and dispositions that align with this notion of scientific literacy is no easy task, especially in the current landscape of educational change that places many demands on educators–coping with more administrative responsibilities, working with fewer resources, teaching increasingly diverse student populations, and staying abreast of new innovations in teaching and learning. This special edition of the Morning Watch is devoted to exploring the notion of scientific literacy and how to foster scientific literacy. Each of the eight contributors raises a unique perspective. Derek Hodson, Professor, Ontario Institute for Studies in Education of University of Toronto, addresses the nature of scientific literacy and why it is important, and argues for a notion of scientific literacy that relies more on learning about science than learning the concepts, principles, and theories of science. Karen Sullenger, Professor, University of New Brunswick, identifies barriers to students learning science and how to overcome these barriers. Michael Bowen, Associate Professor, University of New Brunswick, explores the changing nature of scientific literacy as a result of new insights about student learning and the nature of science itself, and describes a new web-based tool that can be used to foster scientific literacy. Leo Elshof, Assistant Professor, Acadia University, presents a “critical” notion of scientific literacy and questions whether science education can prepare students for a society in which complex socio-scientific problems and issues abound. Anthony Bartley, Professor, Lakehead University, and Graham Orpwood, Professor, York University, examine the science-society-technology (STS) emphasis of scientific literacy in the context of assessment and instruction, and argue that educators need to embrace STS as an important component of science teaching and learning. Karen Goodnough, Assistant Professor, Memorial University of Newfoundland, focuses on the importance of supporting science teacher learning in achieving the goal of scientific literacy, and describes how a professional community of practice can be supported and nurtured. Jessica Webb, Grade Nine Teacher, St. Paul’s Junior High School, Eastern School District, shares the outcomes of a classroom-based action research project in which she integrated Web Course Tools (WebCT) into her face-to-face science teaching. Norma Aylward, Carol Ann Fagan, and Darlene Halleran, K-6 teachers at Bishop Feild Elementary School, Eastern School District, share the outcomes of an action research project that helped students develop environmental awareness through participation in a composting project. In summary, this volume explores the “what,” “why,” and “how” of scientific literacy. The issues raised have import for many stakeholders, including children, educators, parents, and citizens in general. Karen Goodnough, Ph.D.
Reference Department of Education. (2002). General science. Retrieved December 1, 2005 from http://www.ed.gov.nl.ca/edu/sp/sh/sci/sci1206/intro.PDF |