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Science Literacy for All: More than a Slogan, Logo, or Rally Flag!

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Issues and Challenges in Science Education Research

Abstract

Many definitions of science literacy have focused on understanding science (Vision I) and science applications in various relevant situations (Vision II). Existing definitions represent a spectrum of views along the general to the elite. The contemporary Vision III of Science Literacy For All proposed here articulates the fundamental and derived senses and provides a framework for science education that integrates the nature of science, how people learn, language as a cognitive tool, understanding science, and fuller and informed participation in the public debate about science, technology, society, and environment issues leading to justified decisions and sustainable solutions. This revitalized interpretation of Science Literacy for All focuses on general literacy of citizenship and daily life engaging in (participation) and with (confrontation/dialogue) science, but it does not exclude elite literacy of science-related academic studies and careers. This framework provides theoretical and practical guidance for updating and refreshing the second generation of international science education reforms, standards, and benchmarks, and for anchoring classroom practices, research agendas, and development opportunities.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, Faculty of Education, University of Victoria, Victoria, BC, Canada

    Larry D. Yore

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  1. Larry D. Yore
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Correspondence to Larry D. Yore .

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  1. , Natural Sciences & Science Education, National Institute of Education, Nanyang Walk 1, Singapore, 637616, Singapore

    Kim Chwee Daniel Tan

  2. , Dept of Curriculum and Instruction, University of Victoria, Victoria, V8W 2Y2, British Columbia, Canada

    Mijung Kim

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Yore, L.D. (2012). Science Literacy for All: More than a Slogan, Logo, or Rally Flag!. In: Tan, K., Kim, M. (eds) Issues and Challenges in Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3980-2_2

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