Science literacy: What do you know?

Stephen Berger
Johns Hopkins University

Science has become an increasingly indispensable part of virtually all facets of modern life. As a result of a rapid increase in scientific knowledge and the myriad technological advances of the last several decades – from personal computers to more effective healthcare to changes in the environment – the average American relies more on science today than at any other place or time in the history of the world. But despite the importance of science in everyday life and the continuing need to inspire the next generation of scientists, the scientific literacy of the general public is pitifully low.

Understanding of the scope and methods of science, and knowledge of some of its basic findings and theories, are all considered to be part of scientific literacy. Project 2061, an initiative launched by the American Association for the Advancement of Science (AAAS) in 1985 to advocate for the improvement of science literacy, defines science literacy as: “knowledge of certain important scientific facts, concepts, and theories; the exercise of scientific habits of mind; and an understanding of the nature of science, its connections to mathematics and technology, its impact on individuals, and its role in society” [1].

The official seal of the National Science Foundation. Courtesy of www.whitehouse.gov

A compilation of data on science literacy and education published recently by the federally-funded National Science Foundation (NSF) suggests that Americans are likely to have serious misconceptions about the scientific process, incorrect knowledge of scientific facts, and strong beliefs in pseudoscientific theories [2]. For instance, only 45% of Americans surveyed knew that electrons are smaller than atoms, and only 23% were able satisfactorily to explain what it means to engage in scientific study. About one fourth of those surveyed professed to believe in astrology, and about one third of Americans believe astrology to be “sort of scientific.”

The same report from the NSF indicates that, while student performance in mathematics has improved over the last several years, most students at all grade levels still fail to attain benchmark proficiency on measures of science [3]. Students in high school are taking more science and mathematics classes overall, including Advanced Placement courses, but only about a third of students take physics or advanced courses in biology before graduating. In 2001, just under one third of college graduates received a bachelors in science or engineering, although almost 63% of doctorates awarded were in the fields [4]. As a percentage of total students, fewer college students are studying science and engineering today than at any other point in the past four decades.

The educational system can play a much greater role in interesting students in science, from elementary school through college, than it does today. Introductory classes ought to be purposefully designed so as to integrate theory and practical applications in an engaging manner. Every effort should be made to focus on important information – the guiding principles and theories of each discipline – so as not to overwhelm students with the minutiae of science, while still providing an appreciation for the complexities of the subject. Project 2061 and the AAAS are working on curriculum reform and teacher training to promote greater accessibility and rigor of science in the classroom.

One of the most crucial elements of science curriculum reform, which ought to carry through all classes at all levels, should be an emphasis on science as a human enterprise – its goals, its limitations, its ideals, and even its romance. It is only through understanding what science is actually about that people will come to appreciate the intricacies of the scientific process and its importance in academia and everyday life. Such an approach can also help to dispel common fears and misconceptions about science, such as just what is meant by the term “scientific theory,” by allowing for a frank discussion of the strengths and weaknesses of scientific inquiry.

Education is an important mechanism for improving scientific literacy. Courtesy of /www.ehponline.org

The other major emphasis of the science curriculum at all levels ought to be the experimental process. Science is not a not a memorized biological taxonomy or a periodic table of the elements: it is a dynamic and vibrant field of study, full of heated debates and quirky personalities. The historical background of a research project, such as the contentious debates about quantum mechanics at the turn of the last century, or the accidental discovery of penicillin by Fleming, are arguably as important as the experiments themselves when considering the scientific endeavor. The fact that everything in science is open to questioning, that theories are always being modified and debated and replaced, is one of the strong points of the discipline, and is a feature that should be highlighted and cherished.

The media is also in a position greatly to influence the level of science literacy in this country. In an era when interactive information is readily available on television and the Internet, media outlets should work hard to present the latest interesting research while resisting the temptation to sensationalize science. Much of what is labeled “science reporting” focuses on possible breakthroughs years down the road, controversies that often have very little to do with science, or just plain hype unsubstantiated by facts. These sorts of stories distort the public image of science, emphasizing the fantastical or political instead of the actual scientific process, and likely contribute to poor science literacy by not correctly depicting science and scientists.

Education and the media will undoubtedly continue to be important mechanisms for improving science literacy in this country. In the end, however, it comes down to individuals: people must themselves take an interest in science in order to be rewarded by it. They must choose to take classes or to read a popularized science book. They have to see the appeal in science for themselves and then decide to pursue it, whether as a career or a hobby or even just a passing interest. If they do so, they will undoubtedly reap the greatest reward of all: a sense of surpassing wonder in the face of nature, and just a little more understanding of the world around us.

References:

[1] Project 2061, AAAS. “Project 2061 Principles of Reform.” Available at .

[2] National Science Board. Science and Engineering Indicators 2006.
Arlington, VA: National Science Foundation (2006): Chapter 7.

[3] Ibid. Chapter 1.

[4] National Science Foundation, Division of Science Resources Statistics, Science and Engineering Degrees: 1966-2001. Arlington, VA: National Science Foundation (2006): Section B, Table 1.