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Research Article
Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues
Article first published online: 5 APR 2001
DOI: 10.1002/sce.1011
Copyright © 2001 John Wiley & Sons, Inc.
1098-237X/asset/cover.gif?v=1&s=9de5631d0e26a8312b77097460e20265f15b3ced "Science Education")
Additional Information
How to Cite
Kolstø, S. D. (2001), Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Sci. Ed., 85: 291–310. doi: 10.1002/sce.1011
Publication History
- Issue published online: 5 APR 2001
- Article first published online: 5 APR 2001
- Manuscript Accepted: 6 MAR 2000
- Manuscript Revised: 7 JAN 2000
- Manuscript Received: 26 OCT 1998
Funded by
- Norwegian Research Council
- Abstract
- References
- Cited By
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 Ed85:291–310, 2001.