From Science Studies to Scientific Literacy: A View from the Classroom

Douglas Allchin

    Research output: Contribution to journalArticlepeer-review

    33 Scopus citations


    The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.

    Original languageEnglish (US)
    Pages (from-to)1911-1932
    Number of pages22
    JournalScience and Education
    Issue number9
    StatePublished - Jan 1 2014

    Bibliographical note

    Publisher Copyright:
    © 2014, Springer Science+Business Media Dordrecht.


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