Current Needs of Science Education
Many respected-and relatively unbiased--observers have perceived that the American elementary and secondary educational system is in a state of serious disarray. Evidence is frequently cited which indicates that too many young people leave high school with less than adequate ability to read, write, and do simple arithmetic. The spectrum of responses to such observations includes, predictably, the current "back to basics" movement which unfortunately may result in a narrowing of the educational programs offered by schools across the country. Proponents of the currently popular culture, who are surelv oroducts of our educational system, appear to be preoccup% with the paranormal, the mystic, &d the occult. An alarming number of American adults cannot distinguish between sense and nonsense, and are often unable to make rigorous quantitative associations or distinctions. Wishing has displaced thinking. The real-world constraint that allows the attainment of one "good" by a trade-off against some other "good" is ignored. Apparently there is no shared common body of knowledge and understanding for a reliable consensus on current ureent " -oublic issues such as energy and the environment. Equally apparently, many of our citizens try to cope with life in today's largely man-made environment with as poor an intellec&al base as did our forbearers who faced a more pristine natural environment. If this situation obtains-and there is good evidence that i t does-there is urgent need to respond with programs designed to strengthen basic skills and address scientific literacy. Our educated citizens should have a general familiarity with contemnorarv knowledee about nature as well as the disnosition and capacity to formulate questions and find answers. Peoole should be able to recognize relevant facts, make quabtitative assessments, and think rationally. A number of approaches to science teaching can facilitate the development of skills which encourage critical and rational problem solving. Scientific literacy-which might be defined as an accurate, but not necessarily detailed, understanding of major scientific principles as well as an understanding of the methods and limitations of science-
