Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues

TLDR

The article presents a general framework for analyzing the science dimension of controversial socioscientific issues, emphasizing an empowerment perspective that addresses both students' needs and society's demand for well‑founded decisions. The study proposes eight content‑transcending topics to guide the development of science‑education models for citizenship. The eight topics are organized into four categories—science as a social process, limitations of science, values in science, and critical attitude—to serve as focal points for teaching models. Exploration of the topics demonstrates that understanding them equips students to critically examine science‑related claims in controversial socioscientific issues. © 2001 John Wiley & Sons, Inc., Sci Ed 85: 291–310.

Abstract

Abstract This article offers a general framework for examining the science dimension of controversial socioscientific issues. Eight specific content‐transcending topics to be emphasized in science education are proposed. The topics are grouped under the headings science as a social process, limitations of science, values in science, and critical attitude. Each topic is explored, and it is argued that knowledge of the topics can serve as tools for students' examination of science‐related claims in controversial socioscientific issues. The underlying perspective here is empowerment and the needs of students as lay people. The need of society as a whole for decisions to be made on a broad and firm basis is nevertheless also included. The main reason for suggesting the eight content‐transcending topics is to provide focal points for the future development of teaching models aimed at science education for citizenship. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 291–310, 2001.