Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education, 4(3), 301-311.
The author of this theoretical research article explored science literacy in education, and suggested a reform to the way in which scientific literacy is defined and taught in the classroom. Liu further identified the need for science literacy education in school curriculum because understanding the nature of science has real-world applications beyond the classroom setting.
The author argued that current definitions of science literacy are flawed because they fail to recognize science learning as a life-long process, involving participation in society. Liu noted that redefining science literacy to align with current views of educational and learning theory allows educators to meet a wider range of educational needs and goals of students by recognizing that science learning takes place both inside and outside of the classroom. In order to achieve science literacy in education, the author suggested two necessary approaches. First, educators must bridge the gap between formal science learning in the classroom and informal learning, by encouraging involvement in the community or
inviting a guest speaker to the classroom. Second, both educators and other professionals in the realm of science must participate in professional development and life-long learning of science in order to gain skills to promote science literacy.
Educators can use this information to redefine science literacy in the classroom by incorporating learning activities that explore science as a life-long learning process with applications to the real world. Educators should use community resources to enhance opportunities for science literacy in the classroom, as well as participate in professional development to stay current with changes in the scientific world.
The author of this theoretical research article explored science literacy in education, and suggested a reform to the way in which scientific literacy is defined and taught in the classroom. Liu further identified the need for science literacy education in school curriculum because understanding the nature of science has real-world applications beyond the classroom setting.
The author argued that current definitions of science literacy are flawed because they fail to recognize science learning as a life-long process, involving participation in society. Liu noted that redefining science literacy to align with current views of educational and learning theory allows educators to meet a wider range of educational needs and goals of students by recognizing that science learning takes place both inside and outside of the classroom. In order to achieve science literacy in education, the author suggested two necessary approaches. First, educators must bridge the gap between formal science learning in the classroom and informal learning, by encouraging involvement in the community or
inviting a guest speaker to the classroom. Second, both educators and other professionals in the realm of science must participate in professional development and life-long learning of science in order to gain skills to promote science literacy.
Educators can use this information to redefine science literacy in the classroom by incorporating learning activities that explore science as a life-long learning process with applications to the real world. Educators should use community resources to enhance opportunities for science literacy in the classroom, as well as participate in professional development to stay current with changes in the scientific world.