You Don’t Know What You Dont’ Know

Abstract

Science teaching is often seen as some form of traditional concentration on the process of explaining phenomena scientifically. From that perspective then, for students to be ‘judged’ as being fully scientifically literate they need to be able to recognise science problems and be able to interpret the findings in the context of the real world. So it is not hard to see how scientific literacy could be understood as comprising mostly knowledge about science and the ability to offer scientific explanations.