Canadian journal of science, mathematics and technology education
Paginering:
Jaargang 2 (2002) nr. 1 pagina's 25-30
Jaar:
2002-01
Inhoud:
Fensham's (2001) argument that it is 'time to change drivers for scientific literacy' is well made. For too long, the science curriculum has been overloaded with content selected for what he calls 'a preparatory character'—that is, preparing bright students to become scientists. By organizing the curriculum from the perspective of scientists, such courses have enshrined the notion of the 'expert,' confused science with science education, and, of course, catered only for the most academically able. In consequence, as scientific knowledge becomes increasingly esoteric, most people have little choice but blind trust of experts. The Science, Technology, and Society (STS) movement has long been a candidate for remodelling the curriculum to achieve universal scientific literacy, and there are hopeful signs that the inclusion of 'Science-and-Citizenship' in the National Curriculum for England and Wales will signal the re-emergence of STS. This article makes a plea for responding to this opportunity by teaching students how to find out about the science underlying current ethical and social issues, and for establishing a strong base for a lifetime of autonomous learning.
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