Grammar Gazette- Issue 1, 2008

SC I ENCE EDUCAT ION

Being Scientifically Literate Our world is now shaped by vast scientific discovery and common use of advanced technology. Understanding the ideas and concepts behind such technologies, while important to the scientific community, to many will never be a part of their daily vocation. Recent media headlines such as ‘Research identifies new genes linked with MS’, ‘Nanopesticides need specific regulation’ and ‘Idea of recycled water getting easier to swallow’ all assume a general understanding of scientific terms within a defined context. Students must have an understanding of these specific terms and their context within the real world to make informed choices and have educated opinions. The founder of COSMOS magazine, Alan Finkel, expressed the opinion that ‘we all need a level of science literacy that will help us make rational decisions about the introduction of new technologies such as DNA profiling, GM and nanotechnology’ (COSMOS, 2005).

way to develop science literacy is to ensure teachers surround their students with a language-rich classroom that opens them to the world and culture of science. Science curricula should prepare students to consider the wider social issues and should engage students in ways to understand the connection between themselves and the environment in which they live (Hanrahan, 1997). In the classroom science literacy can be improved through the following practical ways: reading and discussing news and journal articles, challenging the meanings of words within the scientific genre and comparing this to other areas, taking time to appreciate that a word in science has a whole construct of ideas and having students evaluate their viewpoint while considering other views as equally valid (Queensland Studies Authority, 2005). A scientifically literate student at Brisbane Girls Grammar School is a complex thinker, a creative person, an active investigator, an effective communicator, a reflective and self-directed learner and, above all, a participant in an interdependent world. Ms Deborah Perz Teacher, Science Faculty

There are two global aims of science at Brisbane Girls Grammar School. The first is obvious—to contribute to the pool of qualified people who become the scientists, engineers, technologists, or technicians of the future. The second is of equal and increasing importance—to develop well-informed citizens to improve the public understanding of science by developing students’ basic scientific literacy in order to increase the number of scientifically literate adults. The Science work programme embraces the idea that science education encourages all students, regardless of talent or interest, to question, to seek evidence, to develop an educated argument and to listen to those around them when conflicting pieces of evidence arise (Stephens, 2004). Science literacy is more than just words. It is the understanding that is embedded within those words that is sometimes different to the general perception (Hipwell, 2007). It aims to have students understand the world around them and make educated and informed decisions (Hazen, 2002). At Brisbane Girls Grammar School we seek to make certain our students not only have a familiarity with science words and their meanings, but also have a language-rich education that develops a citizen who appreciates meanings within a context. The Department of Education, Science and Training (2004) acknowledge that one

References COSMOS. (2005). COSMOS founder calls for ‘science literacy’ push in Australia. COSMOS. Retrieved July 10, 2007, from http://www.cosmosmagazine.com Department of Education, Science and Training. (2004). Why science literacy? Available from http://www.dest.gov.au Hanrahan, M. U. (1997). Science literacy: Demystifying texts in science classrooms. Proceedings of the Australian Association for Research in Education (AARE) Conference, Brisbane, Australia . Hazen, R. (2002). Why should you be scientifically literate? Retrieved March 3, 2008, from http://www.actionbioscience.org/newfrontiers/hazen.html Hipwell, P. (2007, November). Literacy in the Content Area Mathematics and Science . Paper presented at the Logonliteracy Professional Development Conference. Queensland Studies Authority. (2005). Years 1–10 science syllabus . Retrieved July 6, 2005, from http://www.qsa.qld.edu.au/yrs1to10/kla/science/index.html Stephens, S. (2004). Science Faculty. Brisbane Girls Grammar School Annual Report 2004 . pp. 52–53.

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