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From the beginning of modern science in the 1600s, there has been an interest in how to link academic science with the lifeworld of the student. To facilitate this purpose requires a lived curriculum and a range of thinking skills related to the proper utilization of science/technology information. The extent to which students acquire these cognitive competencies determines whether or not they are scientifically literate. The supporting science curriculum must be culturally based and in harmony with the contemporary ethos and practice of science. Never before have schools faced such a rapidly changing landscape calling for a reinvention of school science curricula. This article identifies elements of a curriculum framework and cognitive strategies that seek to prepare students as productive citizens in today's world. © 1998 John Wiley & Sons, Inc. Sci Ed 82:407–416, 1998.
Paul DeHart Hurd (Mon,) studied this question.