The scientifically literate person understands the nature of science and scientific knowledge.
Science is both public and private. Science experiences should introduce students to the private and intuitive aspects of scientific inquiry and discovery as well as to the more formal public aspects of science.
The nature of scientific knowledge is such that it is:
Science is based on evidence, developed privately by individuals or groups, that is shared publicly with others. This provides other individuals with the opportunity to attempt to establish the validity and reliability of the evidence.
Example:
Students keep classroom journals of their observations and then share their findings with other members of the class.
Past scientific knowledge should be viewed in its historical context and not be degraded on the basis of present knowledge.
Examples:
Selective breeding of corn by the Indian people of North America produced a high quality food plant.
Louis Pasteur discovered the process of heating milk to kill germs. Today, milk is pasteurized.
All branches of science are interrelated.
Example:
The principles of chemistry govern how an animal digests food.
Science is based on evidence which could be obtained by other people working in a different place and at a different time under similar conditions.
Example:
A group of students all perform the same experiment and discover
similarities in their results.
Scientific knowledge is based on experimentation or observation.
Example: Scientists perform experiments and gather data from the things they observe.
A6 probabilistic P(2-8), D(9-12)
Science does not make absolute predictions or explanations.
A weather forecaster predicts a 20% chance of precipitation tomorrow.
The nature of scientific knowledge and the procedures for generating new scientific knowledge are unique and different from those in other fields of knowledge such as philosophy.
Example: Science and philosophy use different methods to understand nature.
Scientific knowledge is subject to change. It does not claim to be truth in an absolute and final sense. This does not lessen the value of knowledge for the scientifically literate person.
Example:
As new data become available, theories are modified to encompass the new and the old data. Our views since 1900 of atomic structure have changed considerably for this reason.
A9 human/culture related P(6-9), D(10-12)
Scientific knowledge is a product of humankind. It involves creative imagination. The knowledge is shaped by and from concepts that are a product of culture.
Examples:
The use of biotechnology has resulted in changes in rapeseed to remove erucic acid. This has led to the development of improved varieties of canola oil for human consumption.
The scientifically literate person understands and accurately applies appropriate science concepts, principles, laws, and theories in interacting with society and the environment.
Among the key concepts of science are:
Change is the process of becoming different. It may involve several stages. Examples:
Seasons change throughout the year.
An organism develops from an egg, matures, and eventually dies.
Rocks are eroded.
This happens when two or more things influence or affect each other.
Example:
Some animals living in the same place have to compete for available food and space.
This is a regular sequence which either exists in nature or is imposed through classification.
Example:
The Earth moves about the Sun in a regular manner.
An organism is a living thing or something that was once alive.
Examples:
Plants and animals are organisms.
Perception is the interpretation of sensory input by the brain.
Example:
In baseball, an outfielder will run to the spot where a fly ball will likely land.
This is a repetition of a pattern within some larger structure.
Examples:
Some animals appear to have matching halves.
Most wallpaper patterns exhibit symmetry.
It is a push or a pull.
Examples:
A magnet can pick up a paper clip.
Pedalling a bicycle causes it to move.
B8 quantification P(K-1), D(2-12)
Numbers can be used to convey important information.
Examples:
There are 60 seconds in one minute.
There are 206 bones in the human body.
B9 reproducibility of results P(K-2), D(3-12)
Repetition of a procedure should produce the same results if all other conditions are identical. It is a necessary characteristic of scientific experiments.
Example:
When a small ice cube is placed in a bucket of warm water, the ice cube will melt.
B10 cause-effect P(K-2), D(3-12)
It is how one thing affects another.
Examples:
Walking outside in the winter without gloves may cause your hands to get cold and sore.
A frightened bird may fly away.
B11 predictability P(K-3), D(4-12)
Patterns can be identified in nature. From those patterns inferences can be made.
Example:
When a seed receives enough moisture in a warm place it will germinate. From this, one might predict that to keep seeds from germinating they should be kept dry.
B12 conservation P(K-4), D(5-12)
An understanding of the finite nature of the world's resources, and an understanding of the necessity to treat those resources with prudence and economy, are underlying principles of conservation. In physics, the term 'conservation' also has a unique meaning, as in the conservation of energy.
Examples:
Insulating a home will save energy.Smaller, more efficient cars can be designed to use less fuel.
B13 energy-matter P(1-2), D(3-12)
It is the interchangeable and dependent relationship between energy and matter.
Example:
When a candle burns, some of the energy stored in the wax is released as heat and light.
Certain events or conditions are repeated.
Examples:
The seasons change during the year.
Some birds migrate in the spring and fall.
A pendulum on a clock swings back and forth in a regular manner.
It is a representation of a real structure, event, or class of events intended to facilitate a better understanding of abstract concepts or to allow scaling to a manageable size.
Examples:
A globe is a model of the Earth.Marbles and styrofoam balls can be used to make models which represent atoms.
A set of interrelated parts forms a system.
Example:
The Earth is a planet in the solar system.
A stereo sound system consists of speakers, an amplifier, input devices such as a CD player, and other parts which are all connected together.
B17 field P(1-2), D(3-12) A field is a region of space which is influenced by some agent.
Example:
Two similar magnetic poles repel one another.
If a ball is thrown into the air, it returns to earth because of the pull of gravity.
A population is a group of organisms that share common characteristics.
Example:
A human population is a group of people living together in a particular place.
B19 probability P(3-8), D(9-12)
Probability is the relative degree of certainty that can be assigned to certain events happening in a specified time interval or within a sequence of events.
Example:
The probability of getting some types of cancer increases with prolonged exposure to large doses of radiation.
A theory is a connected and internally consistent group of statements, equations, models, or a combination of these, which serves to explain a relatively large and diverse group of things and events.
Example:
One theory suggests that there are periodic mass extinctions of species.
Accuracy involves a recognition that there is uncertainty in measurement. It also involves the correct use of significant figures.
Example:
A watch with a minute hand is more accurate for measuring time than an hourglass.
B22 fundamental entities P(6), D(7-12)
They are units of structure or function which are useful in explaining certain phenomena.
Examples:
The cell is the basic unit of life.
The atom is the basic unit of matter.
B23 invariance P(6), D(7-12) This is a characteristic which stays constant even though other things may change.
Example:
Mass is conserved in a chemical reaction.
Scale involves a change in dimensions. This may affect other characteristics of a system.
Example:
A paper airplane made from a sheet of notebook paper may fly differently than a plane of identical design made from a poster-size sheet of the same paper.
B25 time-space P(6-7), D(8-12)
It is a mathematical framework in which it is convenient to describe objects and events.
Example:
An average human being has an extension in one direction of approximately 1 3/4 metres and in another direction of about 70 years.
Evolution is a series of changes that can be used to explain how something got to be the way it is or what it might become in the future. It is generally regarded as going from simple to complex.
Example:
Organic evolution is thought to progress in small, incremental changes. Similarly, scientific theories undergo change to accommodate new data as they become available.
The scientifically literate person uses processes of science in solving problems, making decisions, and furthering understanding of society and the environment.
Complex or integrated processes include those which are more basic. Intellectual skills are acquired and practised throughout life so that eventually some control over these processes can facilitate learning. This can provide information processing and problem solving abilities that go beyond any curriculum.
Process skills such as accessing and processing information, applying knowledge of scientific principles to the analysis of issues, identifying value positions, and reaching consensus are believed to include the more basic processes of science.
The basic processes of science are:
Classifying is a systematic procedure used to impose order on collections of objects or events.
Example:
Objects can be grouped in a variety of ways, such as by size, shape, or colour.
Communicating is any one of several procedures for transmitting information from one person to another.
Example:
Writing reports, or participating in discussions in class are examples of communicating.
C3 observing and describing D(K-12) This is the most basic process of science. The senses are used to obtain information about the environment.
Example:
Writing reports, or participating in discussions in class are examples of communicating.
C4 working cooperatively D(K-12)
This involves an individual working productively as a member of a team for the benefit of the team's goals.
Examples:
Students record the weather conditions which are prevalent each morning at 9:00 A.M.During an investigation, a student writes a paragraph recording the progress of a chemical reaction between hot copper metal and sulphur vapour.
An instrument is used to obtain a quantitative value associated with some characteristic of an object or an event.
Example:
The length of a metal bar can be determined to the nearest millimetre with an appropriate measuring device.
C6 questioning P(K-1), D(2-12)
It is the ability to raise problems or points for investigation or discussion.
Example:
A student should be able to create directed questions aboutobserved events. When migratory birds are observed, questions such as, "Why do birds flock to migrate?", "Do some birds migrate singly?", and "How do birds know where to go?" should direct further inquiry.
C7 using numbers P(K-1), D(2-12)
This involves counting or measuring to express ideas, observations, or relationships, often as a complement to the use of words.
Example:
One orange had seven seeds in it, while another orange had no seeds.
C8 hypothesizing P(1-2), D(3-12)
Hypothesizing is stating a tentative generalization which may be used to explain a relatively large number of events. It is subject to immediate or eventual testing by experiments.
Example:
Ask students to explain what they think might happen to a plant if it is placed in a dark place for several days. Then ask them to explain how to design and conduct experiments to test their explanations.
It is explaining an observation in terms of previous experience.
Example:
Because clay is a less permeable material, puddles of water do not soak away as quickly on clay soil as they do on sandy soil.
C10 predicting P(1-2), D(3-12)
This involves determining future outcomes on the basis of previous information.
Example:
Anticipate whether or not it is likely to rain later in the day based on current cloud conditions.
C11 controlling variables P(1-2), D(3-12)
Controlling variables is based on identifying and managing the conditions that may influence a situation or event.
Example:
In order to test the effect of fertilizer on plant growth, all other factors which may be important in plant growth must be identified and kept similar so that the effect of the fertilizer can be seen.
C12 interpreting data P(2), D(3-12)
This important process is based on finding a pattern in a collection of data. It leads to a generalization.
Example:
The grass under a rug which is thrown on a lawn turns yellow. Removing the rug will eventually allow the grass to become green again. One might infer from the observations that a lack of light, or an increase in pressure on the plants, caused them to turn yellow.In a different experiment, leaves turn yellow when a plant is kept in the dark. The leaves on a similar plant kept in the light remain green. From this, one might suppose that these is a link between the amount of light a plant receives and the colour of its leaves. A piece of clear plexiglass can then be placed on the lawn to see if pressure alone will cause plants to turn yellow.
C13 formulating models P(2-6), D(7-12)
Models are used to represent an object, event, or process.
Example:
The globe is a model of the Earth.
C14 problem solving P(2-8), D(9-12)
Scientific knowledge is generated by, and used for, asking questions concerning the natural world. Quantitative methods are frequently employed.
Examples:
A student sees a bat one evening and cannot remember ever seeing one during the day. A question arises: "Why is it that I have never seen a bat before dark?" This leads to a series of investigations and research in an attempt to find the answer to the question.
It is examining scientific ideas and concepts to determine their essence or meaning.
Example:
Groups of students observe satellite weather images. Each group tries to develop a forecast based on the satellite images and their knowledge of weather patterns, the characteristics of weather systems, the motion of weather systems, and so on.
C16 designing experiments P(3-8), D(9-12)
Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question.
Example:
Automobile manufacturers test seat belt performance in crash tests.
C17 using mathematics P(6), D(7-12)
When using mathematics, numeric or spatial relationships are expressed in abstract terms.
Example:
The area of a rectangular surface can be found by multiplying the length by the width.
C18 using time-space relationships P(6-7), D(8-12)
These are the two criteria used to describe the location of things or events.
Example:
The position of a star on any given date can be determined from astronomical reference tables.
C19 consensus making P(6-8), D(9-12)
Consensus making is reaching an agreement when a diversity of opinions exist.
Examples:
Discussion of disposal of toxic waste, based on student research, gives students a chance to evaluate information.
Scientists were initially divided regarding the cold fusion debate. They held conferences but were still unable to agree on this issue. Further experimental results were needed.
The scientifically literate person understands and appreciates the joint enterprises of science and technology, their interrelationships, and their impacts on society and the environment.
Some of the factors involved in the interrelationships among science, technology, society, and the environment are:
D1 science and technology P(K-2), D(3-12)
There is a distinction between science and technology, although they often overlap and depend on each other. Science deals with generating and ordering conceptual knowledge. Technology deals with design and development, and the application of scientific or technological knowledge, often in response to social and human needs.
Example:
The invention of the microscope led to new discoveries about cells.
D2 scientists and technologists are human P(1-6), D(7-12)
Outside of their specialized fields, scientists and technologists may not exhibit strong development of all or even most of the Dimensions of Scientific Literacy. Vocations in science and technology are open to most people.
Example:
By researching the biographies of famous scientists, students can begin to appreciate the human elements of science and technology.
D3 impact of science and P(3-5), D(6-12)
Scientific and technological developments have real and direct effects on every person's life. Some effects are desirable; others are not. Some of the desirable effects may have undesirable side effects. In essence, there seems to be a trade-off principle working in which gains are accompanied by losses.
Example:
As our society continues to increase its demands on energy consumption and consumer goods, we are likely to attain a higher standard of living while allowing further deterioration of the environment to occur.
D4 science, technology, and the environment P(3-5), D(6-12)
Science and technology can be used to monitor environmental quality. Society has the ability and responsibility to educate and to regulate environmental quality and the wise usage of natural resources, to ensure quality of life for this and succeeding generations.
Example:
Everyone should share in the responsibility of conserving energy.
D5 public understanding gap P(3-8), D(9-12)
A considerable gap exists between scientific and technological knowledge, and public understanding of it. Constant effort is required by scientists, technologists, and educators to minimize this gap.
Examples:
Some people mistakenly believe that irradiation causes food to become radioactive.
Buttermilk is often mistakenly regarded as having a high caloric content.
Folklore has it that the best time to plant potatoes in the spring is during the full moon.
D6 resources for science and technology P(3-8), D(9-12)
Science and technology require considerable resources in the form of talent, time, and money.
Example:
Further advances in space exploration may require the collective efforts of many nations working together to find the necessary time, money and resources.
D7 variable positions P(3-9), D(10-12)
Scientific thought and knowledge can be used to support different positions. It is normal for scientists and technologists to disagree among themselves, even though they may invoke the same scientific theories and data.
Examples:
The debate that occurred about the possibility of cold fusion illustrates variable positions among scientists.There is a debate about whether or not controlled burning techniques should be used in national parks.
D8 limitations of science and technology P(6-8), D(9-12)
Science and technology can not guarantee a solution to any specific problem. In fact, the ultimate solution of any problem is usually impossible, and a partial or temporary solution is all that is ever possible. Solutions to problems can not necessarily be legislated, bought, or guaranteed by the allocation of resources. Some things are not amenable to the approaches of science and technology.
Example:
The solutions that technology now proposes for nuclear waste storage often have significant limitations and are, at best, only short-term solutions until better ones can be found.
D9 social influence on science and technology P(7-9), D(10-12)
The selection of problems investigated by scientific and technological research is influenced by the needs, interests, and financial support of society.
Example:
The race to put a person on the moon illustrates how priorities can determine the extent to which the study of particular scientific and technological problems are sanctioned and thus allowed to be investigated.
The scientifically literate person has developed numerous manipulative skills associated with science and technology.
The list of skills that follows represents manipulative skills important to the achievement of scientific literacy:
E1 using magnifying instruments D(K-12)
Some magnifying instruments include the magnifying lens, microscope, telescope, and overhead projector.
Example:
A student demonstrates proficiency in the use of a magnifying lens, a microscope, a telescope, an overhead projector, or a microphone.
E2 using natural environments D(K-12)
The student uses natural environments effectively and in appropriately sensitive ways (e.g., collecting, examining, and reintroducing specimens).
Example:
Students can do a study of the margin of a pond by observing and describing a particular section at two week intervals for three months. After they collect and examine specimens, they should reintroduce them to their natural environment.
E3 using equipment safely D(K-12)
The student demonstrates safe use of equipment in the laboratory, in the classroom, and in everyday experiences.
Example:
A student recognizes a situation where goggles should be worn, and puts them on before being instructed to wear them.
E4 using audiovisual aids D(K-12)
The student independently uses audiovisual aids
in communicating information. (Audiovisual aids include such things as: drawings, photographs, collages, televisions, radios, video cassette recorders, overhead projectors.)
Examples:
A student shows the teacher how to operate the VCR.
A student uses a camera to record natural phenomena.
E5 computer interaction D(K-12)
The student uses the computer as an analytical tool, a tool to increase productivity, and as an extension of the human mind.
Examples:
Use photocells connected to an interface card, allowing the computer to be used as a timing device.Log on to an information network and communicate with students from other parts of the world.
Use computer software to do a simulation of a natural event.
E6 measuring distance P(K-1), D(2-12)
The student accurately measures distance with appropriate instruments or techniques such as rulers, metre sticks, trundle wheels, or rangefinders.
Example:
Determine the length and width of a room using a metre stick.
E7 manipulative ability P(K-2), D(3-12)
The student demonstrates an ability to handle objects with skill and dexterity.
Example:
A student uses a pair of tweezers and a hand magnifier to examine the inside of a flowering plant.
E8 measuring time P(1), D(2-12)
The student accurately measures time with appropriate instruments such as a watch, an hourglass, or any device which exhibits periodic motion.
Example:
A student uses a stopwatch to measure accurately short periods of time.
E9 measuring volume P(1), D(2-12) The student measures volume directly with graduated containers. The student also measures volume indirectly using calculations from mathematical relations.
Example:
Read the volume of a graduated cylinder.
E10 measuring temperature P(1), D(2-12)
The student accurately measures temperature with a thermometer or a thermocouple.
Example:
Place a thermometer where an accurate measurement can be obtained, and read to the nearest 0.5 degrees C.
E11 measuring mass P(2), D(3-12)
The student accurately measures mass with a double beam balance or by using other appropriate techniques.
Example:
Use a balance to determine the mass of an object.
E12 using electronic instruments P(5-8), D(9-12)
The student can use electronic instruments that reveal physical or chemical properties, or monitor biological functions.
Example:
Use a digital thermometer to measure the body temperature of several people.
E13 using quantitative relationships P(5-9), D(10-12)
The student uses mathematical expressions correctly.
Examples:
Calculate the volume of a cube given the length of one side.Calculate density from mass and volume data.
The scientifically literate person interacts with society and the environment in ways that are consistent with the values that underlie science.
The values that underlie science include:
Fl longing to know and understand D(K-12)
Knowledge is desirable. Inquiry directed toward the generation of knowledge is a worthy investment of time and other resources.
Example:
A group of four students asks the teacher if they can do a Science Challenge project on a topic that they are all interested in.
Questioning is important. Some questions are of greater value than others because they lead to further understanding through scientific inquiry.
Example:
Students ask questions about things they see happening around them.
F3 search for data and their meaning D(K-12)
The acquisition and ordering of data are the basis for theories which, in turn, can be used to explain many things and events. In some cases these data have immediate practical applications of value to humankind. Data may enable one to assess a problem or situation accurately.
Example:
A class performs a research project to observe the weather, record data, and search for patterns or meaning in the data.
F4 valuing natural environments D(K-12)
Our survival depends on our ability to sustain the essential balance of nature. There is intrinsic beauty to be found in nature.
Example:
On a field trip the actions of the participants should be considerate toward and conserving of all components of the ecosystem.
F5 respect for logic P(K-2), D(3-12)
Correct and valid inferences are important. It is essential that conclusions and actions be subject to question.
Example:
Errors in logic are recognized. Information is viewed critically with respect to the logic used.
F6 consideration of consequence P(K-5), D(6-12)
It is a frequent and thoughtful review of the effects that certain actions will have.
Example:
Experimental procedures can affect the outcome of an experiment.Transporting oil by tankers might cause an oil spill with very serious environmental consequences.
F7 demand for verification P(3-5), D(6-12)
Supporting data must be made public. Empirical tests must be conducted to assess the validity or accuracy of findings or assertions.
Example:
Media reports and research are reviewed critically and compared to other sources of information before being accepted or rejected.
The scientifically literate person has developed a unique view of science, technology, society and the environment as a result of science education, and continues to extend this education throughout life.
Science-related interests and attitudes include:
The student exhibits an observable interest in science.
Example:
Students and teachers who spend a great deal of time outside of class on science fair projects exhibit a keen interest in science.
The student experiences a measure of self-satisfaction by participating in science and in understanding scientific things.
Example:
Students and teachers who read science literature are interested in discussing with others what they read.
The individual has gained some scientific knowledge and continues some line of scientific inquiry. This may take many forms.
Example:
A person joins a natural history society to learn more about wildlife.
G4 media preference P(K-2), D(3-12)
The student selects the most appropriate media, depending on the information needed, and on his or her present level of understanding.
Example:
A grade 3 student might choose to watch a science program on television rather than to read about the same topic in a scientific journal.
The student pursues a science-related hobby.
Example:
By pursuing a hobby such as bird watching, astronomy, or shell collecting, a student demonstrates a keen interest in science.
G6 response preference P(3-5), D(6-12)
The way in which people behave can be an indication of whether or not they are striving to attain scientific literacy.
Example:
A person selects food at a fast food outlet based on its nutritional value.In an election, voters might consider the candidates' positions on environmental issues.
The student considers a science-related occupation.
Example:
By modelling appropriate behaviours, teachers can encourage their students to become interested in science education or other science-related fields.
G8 explanation preference P(6-9), D(10-12)
The student chooses a scientific explanation over a nonscientific explanation when it is appropriate to do so. The student also recognizes that there may be some circumstances in which it may not be appropriate to select a scientific explanation.
Example:
Teachers should encourage students to become interested in science-related fields.
G9 valuing contributors P(6-9), D(10-12)
The student values those scientists and technologists who have made significant contributions to humanity.
Examples:
A person wears a T-shirt bearing the image of some famous scientist.Some students may hold the science teacher in very high regard.