How literacy in its fundamental sense is central to scientific literacy

This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of lite...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2003-03, Vol.87 (2), p.224-240
Main Authors: Norris, Stephen P, Phillips, Linda M
Format: Article
Language:English
Subjects:
Abhängigkeit (Psy)
Curriculum subjects: programmes and methods
Educational Change
Educational sciences
Elementary Secondary Education
Exact and natural sciences
Hands on Science
Lesefertigkeit
Lesekompetenz
Literacy
Naturwissenschaftliche Bildung
Science
Science Education
Scientific Literacy
Teaching methods
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Summary:This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science.
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.10066