Public understanding of science as basic literacy

As long ago as the 1880s Thomas Huxley and Matthew Arnold argued that an essential part of general, liberal education that some scientific knowledge was needed for an individual to quality as a member of the learned community? Fifty years later John Dewey raised the same issue, but argued for it in the functional terms of what scientific knowledge and understanding an individual needs to be able to read about, comprehend, express opinions and take part in everyday matters involving science? Both of these perspectives are now having impact on the school science curriculum. During the 1980s, a number of countries and UNESCO acknowledged new goals for school science under the slogan of'Science for All'. Subsequently, commitment to these goals has no longer been an issue, and they have now spread worldwide under the slogan of scientific literacy. When scientific literacy is accepted as a goal to be implemented through schooling, it is natural to ask the questions, What does this mean for school science? And what should be taught in school science?To answer these questions there has been a continuing debate and in scientific and educational communities about both the meaning and the appropriate content, as well now of practical exploration via a number of new school curricula. However, there has been no consensus about the priorities that should result.