Abstract

This article questions the need for relatively shallow, widespread, scientific literacy across a broad range of topics if it lacks the conceptual depth, and/or intellectual rigour, to provide any basis for rational, scientifically, informed choices. We suggest that functional, widespread, scientific literacy should only be taught in Key Stage 3 (age 11-14) and should focus in greater depth on those areas of science relating to human health and some basic chemistry and physics. We also suggest that in a ‘black box’ technological world individuals can be effective users of technology, and the underlying science, without the need for scientific literacy.