Last week in Science, we were learning about the concept of ‘Scientific Literacy’. I was surprised at how much more there is to science than just learning the facts and experiments. There is a lot of critical thinking behind it as well which has enabled us to get to the point we are at today. We were asked to write a piece on Scientific Literacy.
The Assessment Criteria was;
AC1 – Explanation of the concept of scientific literacy
AC2 – Analysis of an example where a lack of scientific literacy has led to inaccurate media reporting
AC3 – Discussion of how teaching fair testing in school science links to scientific literacy
AC4 – A carefully researched and referenced paper on scientific literacy
AC1 was written by myself (Laura Clarke), AC2 was written by Lucy Gray, AC3 was written by Colette McEwan and AC4 was completed by Anna Polson.
[AC1] According to the Organisation for Economic Co-operation and Development (OECD), Scientific literacy is ,’the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity’ (OECD, 2003, p133).
Scientific literacy is a step further than just knowing scientific facts; it is applying this knowledge to real life situations. It involves thinking critically about a piece of information and coming to an evidence-based judgement of it.
Rodger Bybee proposed four stages of scientific literacy development. This starts off with ‘Nominal Scientific Literacy’; when a student has some knowledge of scientific vocabulary, but doesn’t understand it and may have some misconceptions about it. Scientific literacy then develops to a ‘Functional’ and then ‘Conceptual’ stage until the pupil reaches a level of ‘Multidimensional Scientific Literacy’; when a student can ‘relate their understanding of concepts and processes and the nature of science in the wider context of science technology and society. It includes philosophical, historical, and social dimensions of science and technology’ (Bybee, 1997, cited in Dunne and Peacock, 2012 , p.84).
Becoming scientifically literate is one of the aims of the curriculum for excellence, ‘The experiences and outcomes in science provide opportunities for children and young people to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen’ (Scottish Government, 2004)
[AC2] A famous case of scientific illiteracy in full effect is the MMR jab case. It was feared there was an association between the MMR jab and Autism in the late 1990s this resulted in a decreased number of children receiving jabs for measles mumps and rubella. The Lancet 1998 was the medical journal that suggested the link between the vaccine, autism and bowel disease. (SOURCE: http://www.express.co.uk/news/uk/33892/No-MMR-jab-and-autism-link-study) The lack of scientific literacy behind the accusation of the jab caused an uproar amongst the population even prime minister at the time Tony Blair refused to say if his baby also had the jab. (SOURCE: http://www.express.co.uk/news/uk/13550/Dangers-of-MMR-jab-covered-up) In more recent studies in which a solid knowledge of scientific literacy is in practice has websites removing the MMR Autism claim. The Advertising Standards Authority said: “We understood that the position held by the World Health Organisation and the Department of Health was that no evidence existed of a causal association between the MMR vaccine and autism or autistic disorders, and that the Cochrane review, looking at the general evidence available, could find no significant association between MMR immunisation and autism. (SOURCE: http://www.express.co.uk/news/uk/338290/Website-to-remove-MMR-autism-claim) The fear caused by the uncertainty of MMR vaccine claims created an epidemic amongst the people so strong that the media fed on it and produced many displays of scientific illiteracy.
[AC3] Fair testing is done when carrying out an experiment, you make the test fair by only changing one factor at a time to ensure the results are as accurate and fair as possible. Fair testing highlights that by changing just one factor how the full experiment can change and result in a different outcome. Teaching fair testing in schools is essential and develops scientific literacy as it allows children to not only stop thinking when they get a result, but are able to understand and explain how it works and how they got that result. Teaching fair testing also links to scientific literacy as it ensures children don’t simply accept everything they see or hear, but are able to think critically about situations and challenge them.
References
OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
Dunne, M. and Peacock, A. (eds.) (2012) Primary science: A guide to teaching practice. United Kingdom: SAGE Publications.
Scottish Government, Curriculum for Excellence- Science Principles and Practice. Available at http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/sciences/principlesandpractice/index.asp [Last accessed 12/02/2016]
