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This discussion paper focuses on the purpose of, and vision for, Irish primary science education prior to the redevelopment and publication of the primary science curriculum in 2024. Scientific literacy is broadly accepted as the goal of science education. Despite this, curricular analysis focusing on scientific literacy in Europe is scarce. There is no universally accepted definition of scientific literacy and the divergent perspectives of scientific literacy and its conceptualisation in terms of purpose and competencies warrant discussion. This paper details and critiques both the historical and current position of Irish primary science education against prominent policy documents and research in the field. It presents research informed recommendations required to transform a holistic vision of scientific literacy from curriculum documents into classroom practice. It is hoped that this discussion paper raises important questions for policy makers and educators highlighting the central role of science literacy education to meet the needs of all students in the twenty-first century.
Nicola Broderick (Thu,) studied this question.