On scientific literacy and curriculum reform

J. Dillon

Research output: Contribution to journalArticle (Academic Journal)peer-review

85 Citations (Scopus)

Abstract

Since the first use of 'scientific literacy' in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being 'ill-defined and diffuse'. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world. © 2009 IJESE.
Original languageEnglish
Pages (from-to)201-213
Number of pages13
JournalInternational Journal of Science Education, Part B: Communication and Public Engagement
Volume4
Publication statusPublished - 2009

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