{"title":"Scientific literacy: Its real origin story and functional role in American education","authors":"John L. Rudolph","doi":"10.1002/tea.21890","DOIUrl":null,"url":null,"abstract":"<p>It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical circumstances of the phrase's introduction into popular discourse, it is argued, reveals that despite the rhetorical power and widespread adoption of the idea, scientific literacy (as others have pointed out) has proven to be little more than an empty slogan that offers no substantive guidance for thinking about the goals of science education. This essay argues that rather than continue to cling to the idea, the field of science education can more productively consider the most relevant and appropriate goals of science teaching by dispensing with the concept altogether.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 3","pages":"519-532"},"PeriodicalIF":3.6000,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21890","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21890","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical circumstances of the phrase's introduction into popular discourse, it is argued, reveals that despite the rhetorical power and widespread adoption of the idea, scientific literacy (as others have pointed out) has proven to be little more than an empty slogan that offers no substantive guidance for thinking about the goals of science education. This essay argues that rather than continue to cling to the idea, the field of science education can more productively consider the most relevant and appropriate goals of science teaching by dispensing with the concept altogether.
期刊介绍：
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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