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Science Education Research and Practice in Europe pp 39–61Cite as

Transcending Science

Scientific Literacy and Bildung for the 21st Century

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Part of the book series: Cultural Perpectives in Science Education ((CHPS,volume 5))

Abstract

This chapter starts with an overview of the formation of scientific literacy historically and its relation to the concept of Bildung. A critical background is given of the main arguments and definitions of scientific literacy over the years. The review covers three main themes that have emerged more recently in Europe and internationally in discussions of a scientific literacy that transcends the learning merely of scientific concepts and scientific inquiry methods. These themes are 1) the dimension of normativity in human lives and the significance of values in learning science, (2) approaching science content primarily through various activities and learning science as the transformation of actions and habits, and 3) the significance of language use and communication in learning for a transcending science subject.

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Author information

Authors and Affiliations

  1. Department of Mathematics and Science Education, Stockholm University, Sweden

    Per-Olof Wickman

  2. Caroline Liberg Department of Education, Uppsala University, Sweden

    Caroline Liberg

  3. Department of Education, Uppsala University, Sweden

    Leif Östman

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  1. Per-Olof Wickman
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  2. Caroline Liberg
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  3. Leif Östman
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Editors and Affiliations

  1. Universiity of Oslo, Norway

    Doris Jorde

  2. King’s College London, London, UK

    Justin Dillon

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Wickman, PO., Liberg, C., Östman, L. (2012). Transcending Science. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_3

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