Abstract:

In the 19th century, science contents started to appear in basic education curriculums, and the objectives of these teachings have been changing in focus since then. In those first years, the acquisition of science knowledge started to be considered as a practical tool for everyday life, but also as a good intellectual exercise that included both deductive and inductive reasoning. At the beginning of the 20th century science education researchers were trying to reach a balance between the view of science as a practical tool –the utilitarian vision of science- and a deeper understanding of science facts and figures. Other issues that have been considered over the years as deserving a place in basic science curriculums are: the differences between scientific and other methods of thought, the contrast and different views of the various branches of science on important problems, the evolution of science over the years and its role and influence on the solution of the most prominent problems of the human race.
The importance of science education for the general public has also been influenced by the state of international affairs. As an example, the United States of America saw an increase of the interest in science education after the launching of the Sputnik satellite by the Soviet Union in 1957. In this paper, a general overview of the evolution of science education over the years is given. Also, the main objectives that science education may have are described. Finally, it is argued that scientific literacy is a broad and ill-defined concept and that the amount and type of knowledge that society should have about science may change depending on different factors.

Keywords:

Science education, history of science education, science technology and society.