This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the scientific literacy of the U. S. population. In the article, we discuss limitations in the current direction of science education reform and examine some alternate ways of thinking about it.
Institutes worldwide are racing to build facilities with instrument arrays that can scan thousands of plants a day in an approach to science akin to high-throughput DNA sequencing.
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