Science education as/for participation in the community

In this paper, we take up and advance the project of rethinking “scientific literacy” by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261–295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basic sets of concepts; it is more important to allow the emergence of scientific literacy as a collective property. Second, scientific knowledge ought not to be privileged in democratic collective decision making but ought to be one of many resources. Third, rethinking science education as and for participation in community life sets up the potential for lifelong participation in and learning of science‐related issues. To show the viability of these propositions, we provide a case study based on a 3‐year, multisite ethnographic research project as part of which we investigated science in the community. Framing our work in terms of activity theory, we provide descriptions of science in a local middle school, where students learn science while participating in a community effort to contribute to the knowledge base about a local creek. The children's activities are continuous with those of adults concerned about environmental health. In this way, rather than preparing for life after school, science education allows students to participate in legitimate ways in community life and therefore provides a starting point for uninterrupted lifelong learning across the presently existing boundary separating formal schooling from everyday life outside schools. © 2004 Wiley Periodicals, Inc. Sci Ed 88: 263–291, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10113