Science Literacy Revisited The appropriate science-oriented education for the nonspecialists-the nonscience majors-has become an area of concern relativelv recentlv. A National debate has been of science education for the mounted concerning the nonspecialists which has focused on the definition of "scientific literacy", a phrase that has become the touchstone of many science education reformers. Indeed, the topic has been addressed several times before on this page. The apparent lack of progress in the area, perhaps, can be traced to a lack of fidelity in describing the problem. Successful serious scientists recognize that the definition of a problem is the key to its solution. Diffusely defined problems do not often yield "clean solutions". So, just what is "science literacy," a term that can evoke negative feelings among some people. The orieinal definition of a literate person was one who was "abl'to read and write" and because of these skills, was "well informed," and was a n "educated person". To he literate became synonymous with "having an education", or being "informed". Presumablv scientificallv literate means 2 1 of this in the context of science. ~ i t e r a i persons e in 18th-19th century England automatically acquired a scientific literacy of the times because of their general interests in the things that affected them a s members of that society. For example, public lectures on the science of the day were given by renowned scientists and were well attended by those who strove to be (scientifically) literate. It seems t h a t literacy is an attitude of the mind, perhaps driven by knowledge-acquisition skills. Clearly, not all persons have that attitude. In a modern democratic or representative society many more people have the opportunity to be literate in the classical sense (and, indeed, many more are), but the application of the tools of literacy can easily be defocused from science (or literature), because of the plethora of popular snhiects-from a varietv of sporting events to vaiidus formsbf easily attainable enteriainm e n t t h a t bombard the nonspecialist with beguiling images that really don't require much thought. % h e literate does not necessarily guarantee that a person will use those tools to read-even modern literature--or to gain a n appreciation of science. Teachers who are interested in the science literacy of nonspecialists must engage in the formidable task of separating science from technolow -" because technolow -" is the most obvious manifestation of science and it provides a readily understandable entry into science, for the nonspecialist. But it is not science. To understand the relationship between science and technolow may be f r a u ~ hwith t more difficulties than to try to give&ud&s an appreciation of science. Science literacy can be many things to many people, and this multiplicity of expression implies a multiplicity of instructional effort. Practical literacy-the kind of knowhow that can he put to use immediately to help improve
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living standards-is, perhaps, the most needed in our society and the most frequently neglected. The aim of civic science literacy is to enable citizens to become more aware of science and science-related issues so as to be able to bring common sense to bear upon them. thus participatinp more tirlly In the democrat~cprocess in an lncreasingl) ~[xhnicnl soc~ety.Culrurnl icicmct l i t t w c ~i . ~motivated by a d e s m t o knowsomething about scienceas a major human achievement. Clearly these three forms of science literacy have different goals; what is useful for the education of a student in one form is not necessarily the same for an other form. The desirable level of science literacy will depend upon individual needs and desires. What is adequate for a peneral citizen will not he adeauate for a chemist. ohvsi" cian, science teacher, electrician, or a laboratory technician. The main task is to define a level appropriate for a n intellectually inquisitive person and then plan how that might be achieved in the education svstem. But what defines an intellectually inquisitive Many nonspecialists take science courses as a requirement, much as they may take literature courses. In either case the hopedfor results for the appropriate literacy is not guaranteed. .. . Indeed, i t might be argued that a si&ificant number of students to do not "see the need" for either of these forms of literacy until they mature, suggesting that the development of the tools of literacy should be separated from attempts to demonstrate an "appreciation" of a field. In our culture, young people in the formal education system are in a hurry to get on with their lives. Education is a vehicle for a better life, which usually means a better job, and it's often difficult to see the future importance of a subiect like chemistry in the education of a business major. The central role of science education of most nous~ecialists must be to give every student the ability to place important issues-environment, enerm, and medical advances-~n a sclrnt~ficcontt,xt. Studmts i h ~ n ~he l d able to ~C he l;1m:1recognlze and understand tllc S C I C W ~ I ~proctw, iar w i t h the role ol'exper~ment35 a prrhe into n;itulx., and rc:c
