This paper argues that the dominant form of science education that is common across the
world rests on a set of values that have no merit. Moreover, such practice has a negative
impact on students’ attitudes to science. It makes the case that the primary goal of any
science education should be to develop scientific literacy and explores what that might
consist of and why such an education is necessary in contemporary society. It concludes
by examining some of the challenges that such a change might require.