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.
Examples:
Students and teachers who watch science-related television programs demonstrate a real interest in science.
When researching a science project, a student might have to determine which sources of information are most appropriate. The choice could include such things as television programs, newspaper articles, books, public displays, and scientific journals.
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:
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:
By resorting to logic in a debate, students demonstrate logical thinking similar to that used in science.
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.