Scientific Literacy Hodson Analysis

Summary of “What is scientific literacy and why do we need it?”

In Hodson’s article, he is arguing that science in the curriculum should place more emphasis on the history, philosophy, and sociology of science. Hodson believes that this approach would enable students to have knowledge of the nature of scientific inquiry, understanding the importance and role of scientific knowledge in our culture and society, and the ability to use scientific language. The role of scientific literacy provides students with the knowledge and understanding required to make personal decisions in their lives by gathering and processing information. This view of science in the curriculum relates to how students see the importance of science in our culture, society,

Some of these components of being scientifically literate are being aware that science, mathematics, and technology are interdependent and have their own strengths and limitations, they understands key concepts and principles of science, they are familiar with the natural world and understand its diversity and unity, and they are able to use scientific knowledge and scientific ways of thinking for individual and social purposes and make their own conclusions. These ideas of what make an individual scientifically literate are related to the Ontario science curriculum as they define it as, “A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities that involve science and technology”(p.3). The curriculum goes on to explain how the understanding of fundamental concepts is expanded on throughout each grade, and it relates science to other strands such as math and social studies. It’s expansion into social studies allows students to develop the understanding of critical thinking in terms of science, and the larger role it plays in society and culture. In the curriculum, there are three expectations and goals of the science and technology program: to relate science and technology to society and the environment, develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving, and to understand the basic concepts of science and technology. Based on these three goals of the science program in the Ontario curriculum, it shows how it is supportive of Hodson’s notion of science literacy with the focus on the context for developing skills and conceptual knowledge so that students can make connections between scientific,