This conceptual (theoretical) paper will focus on scientific literacy as part of the ‘science for all movement’ through a historical examination of relevant scholarly material. The work reviews how the curriculum has often catered only to those hoping to pursue careers in science and how a significant group of the population remain incapable of making educated, informed choices on science-related issues as well as how these issues impact their everyday lives. A historical examination of illiteracy in science (for example, the opposition to important products and technologies such as vaccines) will be provided, along with how the ‘science for all’ movement has attempted to respond to the need for increasing scientific literacy amongst the masses – examples of which include the American Association for the Advancement of Science’s Project to promote scientific literacy, and the National Science Foundation's programs to diversify Science. The work will then explore how the ‘science for all’ movement makes explicit connections to ‘curriculum studies’ theories by examining how both positions (science for all and curriculum studies) stress the importance of becoming more critical, extending students’ range of perceptions, and broadening students’ perspective of the world around them while emphasizing practical implications for education (teachers, curricula, policy) – thus making a unique contribution to the debate on scientific literacy relative to prior discussions on these significant issues.

Authors:
Emilio Landolfi, University of the Fraser Valley, Canada

About the Presenter(s)
Dr. Landolfi is completed his PhD at the University of Toronto with a specialty in Science Education and is currently a Professor of Health Sciences at University of the Fraser Valley in British Columbia, Canada.

See this presentation on the full schedule – Sunday Schedule

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