Publisher: American Educational Research Journal, 33 (2)
Page Numbers: 261-295

This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. The authors suggest that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, the authors are not optimistic that current proposals will lead to a significant increase in the scientific literacy of the U.S. population. This article discusses limitations in the current direction of science education reform and examines some alternate ways of thinking about it.