SCIENTIFIC LITERACY FOR RESPONSIBLE CITIZENSHIP

The term ‘scientific literacy’ has been used in the literature for more than four decades (Gallagher & Harsch, 1997), although not always with the same meaning (Bybee, 1997). It is a simple term and its major advantage is that it sums up, at the school level, the intentions of science education. There is a general recognition that science teaching in school has a much wider purpose. A common rationale given for studying science subjects in school is the achievement of scientific literacy. Various authors who argue in favor of wide spread scientific literacy often suggest that scientific literacy is a vital attribute of a well informed, good citizen. The American Association for the Advancement of Science (AAAS) claims that a good science education should contribute to the development of “compassionate human beings…protecting a society that is open, decent, vital” (Lee and Roth, 2003). According to Bybee (1997), the four scientific literacy levels are: (1) Nominal Level, in which students can recognize scientific terms although shows incorrect topics, information, issues, understanding and knowledge. Learners do not have a meaningful understanding of the concepts. They can state scientific principles in a naive way. (2) Functional Level, in which students can use scientific dictionary, but this is typically only out of perspective. Learners’ use scientific vocabulary, describe scientific terms suitably and learn technical words. (3) Conceptual/Procedural Level, in which students show understand and relations between concepts and of the process of meaning. They understand establishing principles and procedures of science. (4) Multidimensional Level, in which the students not only understanding, but also establish a technology and science perception that comprises of the role of science, nature of science, and technology in life. They can understand science in a societal setting. Findings of various studies showed that most learners are in the nominal and functional scientific literacy levels and very few are in the procedural and multidimensional scientific literacy levels. In general, this shows that the scientific literacy level of learners is low. They cannot describe the ideas in their own words. They cannot relate the different concepts and use science procedures in daily life activities. They just use science vocabulary and define a concept properly, but have a little conception regarding this, they cannot expand the scientific and technological viewpoints in life. When a person does not use science reasoning in daily life activities, good citizenship is compromised. One major concern that we face today that involve in our daily life activity is proper waste disposal. This very simple reminder on how we should dispose our garbage have a great impact to our natural environment that would affect our health in general. Waterways, rivers and irrigation system, are polluted because of human activity and most often those living along these areas are responsible for this problem for the reason that they throw their garbage, including human waste, directly to the water system. Responsible citizenship through Scientific Literacy means protecting our natural environment from water pollution, air pollution, and soil pollution. Predicting the consequences of not protecting our natural environment is one way of telling if a person is highly scientifically literate. Being science literate is being responsible citizen according to Holden (2012) that is for good governance and citizenship.

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The author is School Principal II at San Manuel Elementary School, Tarlac City