Achieving Scientific Literacy

Abstract

Public demands for reform in science and mathematics education—indeed, for education at all levels—have yet to be addressed with vision, conviction, and commitment. Lack of a meaningful national vision of the outcome of reform in science education has made it extremely difficult to develop strategies to bring about the fundamental, comprehensive, and systemic changes that have been called for repeatedly over the past 10 years. This lack of vision is particulary unfortunate since the public's attention to just about any issue—except sports, perhaps—is short. This is especially true for education. People who work in science, mathematics, and technology are, for the most part, interested only in their own subspecialty. Although some are concerned about the supply of future scientists, mathematicians, and engineers, very few are concerned about communicating with the public at large. When any segment of society fails to communicate its value system to the society from which it draws its support, the ...

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