Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science

Abstract

Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science Alison J. Sammel Education and Professional Studies, Griffith University, Gold Coast, Australia Email: a.sammel@griffith.edu.au Received 21 April 2014; revised 25 May 2014; accepted 10 June 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract What does it mean to be scientifically literate? Historically, dominant understandings of scientific literacy focus on science content acquisition. However, new understandings imply more genuine and authentic interactivity between science content knowledge/skills and understanding of the economic, sociocultural, religious, ecological, ideological, political and temporal connections upon which the science is based: this is the task of Science as a Human Endeavour. This paper presents a snapshot of what Science as a Human Endeavour is, its purpose and factors to consider. Science as a Human Endeavour doesn’t just necessitate that we change our teaching practices: it forces us to rethink the teaching and learning of science and the reason why we are doing it.