Scientific literacy in developed and developing countries

The concept of scientific literacy is now widely used to represent goal statements for science education. These tend to be remarkably similar in developing and developed countries. It is argued that, although this is desirable idealistically, a more realistic approach is required in determining priorities, given the differing cultural and economic contexts of science education. Exposure to science and technology varies in developed and developing countries, yet students in both contexts have difficulty defining science. However, the problem of equating science with progress, but not understanding why, is most acute in developing countries, for it leads to blind faith. Many students in developing countries receive a limited exposure to science, those in developed countries are bombarded, The question for both is what is most important for them to know. The recognition of science as process is offered as a solution.