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

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. In October 2012, an Italian court ruled that cell phone use was linked to a plaintiff’s brain tumor, although even with several large scale studies, no scientific consensus supports such a causal connection, and the measured levels of radiation are theoretically unlikely to have any effect (Alimenti 2012; Alleyne 2012; Owens 2012). Here is a concrete example of the role of scientific literacy: being able to assess the reliability of scientific claims relevant to personal and social decision making. Such cases are common. One might equally invoke the controversy over hydraulic fracturing in oil and natural gas extraction (‘‘fracking’’), with questions about environmental impacts and the safety of the chemicals involved. Or new recommendations on ages for regular breast cancer screening. Or human causes of climate change. Such cases underscore the need for understanding the nature of science, or how science works (including the presentation of its claims through news, marketing, and politics). They exemplify what science students need to know as citizens and consumers (see also Kolstø 2001; Ryder 2001). How might history and philosophy of science—as well as allied disciplines—contribute to this central aim of science education? From the first article in its first issue, this journal has promoted a theoretical role for history and philosophy of science (HPS) in science education. Over two decades later, a D. Allchin (&) Minnesota Center for the Philosophy of Science and Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN 55455, USA e-mail: [email protected] 123 Sci & Educ DOI 10.1007/s11191-013-9672-8