The Myth of Scientific Literacy

Arguing that universal scientific literacy is a futile goal, a physicist advocates a practical science education curriculum emphasizing appreciation of science as an on-going cultural enterprise; awareness of technology's impact on health, safety, and environment; and sensible use of experts. UP.

Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of critical shortfalls in scientific manpower and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science. Shamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues.

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The well-intentioned goal of scientific literacy (the universal understanding of basic scientific principles) is unattainable, according to Shamos, as we have proved throughout this century. Shamos looks at adult and student scientific literacy, pointing out that even students who perform well gradewise in science subjects show little retention as adults (if they are not directly involved in a scientific career). The author calls for, and defines, a transformation of our educational curriculum at the elementary and high-school levels in order to enhance science appreciation through the study of related technology and practical issues. His contention makes a good deal of sense, is logically and thoughtfully presented, and could revolutionize educational programs (if anyone will heed him).

Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of critical shortfalls in scientific manpower and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science. Shamos advocates instead a practical science education curriculum that grants the impossibility of every American learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would an appreciation of science as an ongoing cultural enterprise; an awareness of technologys impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues. Whether you loved or hated your science classes, you will find Morris Shamoss arguments about the future of science education required reading. Teachers, parents, scientists, science educators, school administrators, legislators, and science and human resources policy analysts will be especially interested in this book. Why do we make every school child and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science