Salvaging science literacy

2010/09/20 by Noah Feinstein, Noah Weeth Feinstein · 447 citations
Engineering · Psychology · Social Sciences · #Climate Change Communication and Perception #Computer science #Educational Strategies and Epistemologies #Engineering #Engineering ethics #Epistemology #Field (mathematics) #Interpretation (philosophy) #Literacy #Mathematics education #Nature of Science #Next Generation Science Standards #Outline of social science #Pedagogy #Philosophy of science #Political science #Psychology #Public awareness of science #Public engagement #Public relations #Rhetorical question #Science Education and Pedagogy #Science communication #Science education #Science, technology, society and environment education #Scientific literacy #Social science education #Sociology #Work (physics)

paper · doi:10.1002/sce.20414

published in Science Education 95(1), 168-185 (Wiley)

openalex publication_date 2010/09/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05

Abstract

Abstract There is little evidence that the prevailing strategies of science education have an impact on the use and interpretation of science in daily life. Most science educators and science education researchers nonetheless believe that science education is intrinsically useful for students who do not go on to scientific or technical careers. This essay focuses on the “usefulness” aspect of science literacy, which I contend has largely been reduced to a rhetorical claim. A truly useful version of science literacy must be connected to the real uses of science in daily life—what is sometimes called public engagement with science. A small number of science education researchers have already begun to connect science education and the broader field of public engagement with science. Their work, as well as the work of researchers who study public engagement, suggests that it is possible to salvage the “usefulness” of science literacy by helping students become competent outsiders with respect to science. © 2010 Wiley Periodicals, Inc. Sci Ed 95: 168–185, 2011

Citations

• Developing a sustained interest in science among urban minority youth
• Mental models of the earth: A study of conceptual change in childhood

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