Rethinking scientific literacy standards

Abstract

This thesis explores some of the implications of contemporary science studies for current science education reforms. The scientific literacy effort proposed by Project 2061 is described and criticized with regard to its educational and philosophical commitments. It is argued that a number of controversies involving science studies can aid students and educators in learning about science, education, and society. The educational ramifications of post-Kuhnian philosophy of science, sociology of science, constructivism, and hermeneutics are discussed, and it is argued that scientific literacy needs to be reconceptualized in order to take into account the understandings and debates of contemporary science studies.