Science Education for the Twenty First Century
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Jonathan Osborne 1 *
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1 King's College London, London, UK
* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75396

EURASIA J Math Sci Tech Ed, 2007 - Volume 3 Issue 3, pp. 173-184

Publication date: 23 Oct 2007

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