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It is both noteworthy and surprising that words like society, economics, politics and development were entirely absent. Nearly 15 years later, Marcinkowski et al. (1990) stated that the aim of environmental education is “to aid citizens in becoming environmentally knowledgeable and, above all, skilled and dedicated for working, individually and collectively, toward achieving and/or maintaining a dynamic equilibrium between quality of life and quality of environment” (p. 1). At about the same time, Brennan (1994) defined an environmentally literate citizen as one who “will have a blend of ecological sensitivity, moral maturity, and informed awareness of natural processes that would make her or him unlikely to contribute to further degradation of natural process at either individual or corporate levels” (p.

15 CHAPTER 1 It is enhanced by the discoveries of science and shaped by the designs of engineering. It is conceived by inventors and planners, raised to fruition by the work of entrepreneurs, and implemented and used by society… Technology’s role is doing, making and implementing things. The principles of science, whether discovered or not, underlie technology. The results and actions of technology are subject to the laws of nature, even though technology has often preceded or even spawned the discovery of the science on which it is based.

30 SCIENTIFIC LITERACY REVISITED When socioscience is the icing on the cake, not an essential basic ingredient, part of a good-quality product but not fundamental to teaching science, dominant discourses of science as an abstract body of knowledge are not destabilized and implicit gender hierarchical binaries are readily reinforced. (p. 347). As Bingle and Gaskell (1994) note, STS education tends to emphasize what Latour (1987) calls “ready made science” (with all its attendant implicit messages about certainty) rather than “science-in-the-making” (with its emphasis on social construction).

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