A report on what characterizes a scientifically literate person.

Testing for knowledge of process in science.

Educators generally agree that science plays an important role in general education, but why it does,how muchscience,what science, where in the curriculum it should occur, how science should be taught, and what specific contributions it makes, are producing volumes of dispute, only a trickle of ideas, and no principles of reasonable credibility.We are besieged with volumes of opinion-based expositions and one-time "research studies" that hardly qualify as pilot studies relating to what and how science should be taught.Vocabulary selected at times indiscriminately from science, engineering, and philosophy for use in science education has been prostituted to the point where any one word, regardless of context, represents as many concepts as people who use it. Advertising psychology in the form of catchphrases or words has been substituted for objective ex.In science the steps at the elementary and secondary levels may be as follows:1. The development of empirical concepts. This may be essentially naming the experiences, phenomona, or events observed at the level desired-descriptive, comparative, or quantitative.2. Noting the relationships between experiences or events and stating these relationships utilizing the concepts and some connective terns. These relationships may be called empirical laws, and the laws may be stated and learned at the descriptive, comparative, or quantitative levels. Science Education, 60(1):97-101 (1976) 0 1976 by John Wiley & Sons. Inc.

Replication of this study on instructional sequence and grade placement is in order. Do all children behave similarly in acquiring a concept of physical and chemical change?

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