Teaching for scientific literacy: Bangladeshi teachers’ perspectives, practices and challenges

In this research, since scientific literacy is perceived as related to the making and evaluating of decisions and arguments, values, therefore, are crucial for the conceptions of scientific literacy in this research and have been defined as

principles, fundamental convictions, ideals, standards or life stances which act as general guides or as points of reference in decision-making or the evaluation of beliefs or action and which are closely connected to personal integrity and personal identity. (Halstead, 1996, p. 5)

The junior secondary General Science curriculum in Bangladesh states five values to be promoted: open-mindedness, rational thinking, respect for others’ opinions, intellectual honesty, and curiosity (NCTB, 1995, p. 354). This research focuses on these five values as interpreted in Table 2. Whilst there may be other values that could be considered [for example, Hodson and Reid (1988b, p. 106) listed 17 values to be incorporated in school science curriculum for designing appropriate learning experiences], these five should be represented in any science endeavour, including in the science classroom. Moreover, these values might be viewed as important in making decisions and arguments, and therefore as important for scientific literacy as explained below.

Hare (2009) argued that promoting open-mindedness requires an encouragement of curiosity and wonder in students, which in turn encourages them to ask questions and challenges them to support their own views with evidence and argument. Also, open-mindedness requires a person to consider all available alternatives (Hare, 2009); additionally, rational thinking would help this person to choose among the alternatives (Tan, 1997), and help him/her to reach an informed decision or a conclusion (Hare, 1979). Moreover, an individual’s willingness to communicate a consistent conclusion based on evidence is associated with the value of intellectual honesty (Asia and the Pacific Programme of Educational Innovation for Development [APEID], 1991). Despite holding such a reasoned view, however, the open-minded person recognises the unavoidability of diversity in people’s ideas and beliefs (Hare, 2009), and thus respects others’ right to hold or express their own opinions or views. In this sense, the values of open-mindedness and respect for others’ opinions are very much related to each other. It may appear from the above discussion that the five values considered in this research may influence people to use science knowledge in making and evaluating decisions and arguments and therefore, are important for scientific literacy.

Table 2. Meaning of the Target Values

Target value	Meaning
Open-mindedness	Open-mindedness refers to a consideration of alternative ideas and proposed solutions to an issue (Hare, 2009) that one may not have previously entertained (Loughran, 1994). Open-mindedness, therefore, is the willingness to change one’s mind in the light of new evidence as well as willingness to suspend judgment if there is insufficient evidence (Hodson & Reid, 1988a).
Rational thinking	Rational thinking refers to being “systematic and logical in thinking through ideas” (Hildebrand, 2007, p. 52). Rational thinking, therefore, emphasises “argument, reasoning, logical analysis and explanations” (Corrigan & Gunstone, 2007, p. 145).
Respect for others’ opinions	Respect for others’ opinions may be considered as a supporting value of science education (Tan, 1997) that may refer to one’s admiration for other’s right to hold or express their opinions. This value is very important in this diverse world because if there is less respect for the diversity of opinions, this may lead the powerful people to force their opinions on everyone else.
Intellectual honesty	Intellectual honesty may refer to one’s integrity in performing intellectual activities, such as thoughts and communication. The notion of intellectual honesty may include (APEID, 1991): an honest reporting of observed facts and phenomena (e.g., an experiment); “an honest reporting of opinions, views and preferences, if these impinge upon ones personal belief” (p. 62) and avoiding fabrication and intentional interpretation of data to suit one’s beliefs.
Curiosity	Curiosity refers to “wondering how things work; possessing an orientation to inquiry, to speculation, to chasing ideas and testing them against evidence” (Hildebrand, 2007, p. 53). It is the “spark that ignites research” (Tan, 1997, p. 561).