Towards scientific literacy for the third millennium: a view from Australia

Pre‐tertiary education in Australia, while historically a state responsibility, is being increasingly impacted on by federal initiatives that seek to influence curriculum content and emphases. These influences derive from an economic rationalist approach, in which education is being viewed as an industry to service the needs of the labour force. Consequently tensions emerge from conflicting priorities in debates about the purpose and future of schooling, particularly in the areas of literacy, numeracy and science. This paper reports the results of a project which employed a Delphi methodology to address the future of scientific literacy within the Australian school context. A national panel of respondents included representatives from major interest groups including professional associations, employers, Ministries of Education, academics and practising science teachers. The information obtained from the participants included quantifiable numerical data derived from structured responses, and open qualitative data generated in free response mode. The data were processed to generate future anticipated and desired priorities for school science. Additionally, two scenarios were generated from respondent comments that are described respectively as foundational and futuristic in their visions. The outcomes of the study were reflected against a contemporary review of Science Curriculum commissioned for the state of Queensland.