The relevance of science in a 'black box' technological world

Ian Abrahams; Marina Constantinou; Nikolaos Fotou; Bev Potterton

The relevance of science in a 'black box' technological world

Ian Abrahams, Marina Constantinou, Nikolaos Fotou, Bev Potterton

Research output: Contribution to journal › Article › peer-review

Abstract

This article questions the need for relatively shallow, widespread, scientific literacy across a broad range of topics if it lacks the conceptual depth, and/or intellectual rigour, to provide any basis for rational, scientifically informed choices. We suggest that functional , widespread scientific literacy should only be taught in key stage 3 (age 11–14) and should focus in greater depth on those areas of science relating to human health and some basic chemistry and physics. We also suggest that, in a ‘black box’ technological world, individuals can be effective users of technology, and the underlying science, without the need for scientific literacy.

Original language	English
Pages (from-to)	85-89
Journal	School Science Review
Volume	98
Issue number	365
Publication status	Published - 1 Jun 2017

Cite this

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title = "The relevance of science in a 'black box' technological world",

abstract = "This article questions the need for relatively shallow, widespread, scientific literacy across a broad range of topics if it lacks the conceptual depth, and/or intellectual rigour, to provide any basis for rational, scientifically informed choices. We suggest that functional , widespread scientific literacy should only be taught in key stage 3 (age 11–14) and should focus in greater depth on those areas of science relating to human health and some basic chemistry and physics. We also suggest that, in a {\textquoteleft}black box{\textquoteright} technological world, individuals can be effective users of technology, and the underlying science, without the need for scientific literacy.",

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AB - This article questions the need for relatively shallow, widespread, scientific literacy across a broad range of topics if it lacks the conceptual depth, and/or intellectual rigour, to provide any basis for rational, scientifically informed choices. We suggest that functional , widespread scientific literacy should only be taught in key stage 3 (age 11–14) and should focus in greater depth on those areas of science relating to human health and some basic chemistry and physics. We also suggest that, in a ‘black box’ technological world, individuals can be effective users of technology, and the underlying science, without the need for scientific literacy.

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