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.
Many believe that technology is simply applied science.
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 about the possibility of cold fusion illustrated 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.
D10 technology controlled by society P(9), D(10-12)
Although science requires freedom to inquire, applications of scientific knowledge and of technological products and practices are ultimately determined by society. Scientists and technologists have a responsibility to inform the public of the possible consequences of such applications. A need to search for consequences of scientific and technological innovations exists.
Examples:
Einstein's famous letter to President Roosevelt, warning about the possibility of developing nuclear weapons, and his pacifist views, illustrate the responsibility that scientists must have as members of society.
Governments must make decisions regarding the support and funding of important scientific research.
D11 science, technology, and other realms P(9), D(10-12)
Although there are distinctive characteristics of the knowledge and processes that characterize science and technology, there are many connections to, and overlaps with, other realms of human knowledge and understanding.
Example:
The Uncertainty Principle in science, the Verstehen Principle in anthropology, and the Hawthorne Effect in social psychology all express similar types of ideas within the realm of their own disciplines.