ABSTRACT
This chapter briefly reviews the school science and technology curricula traditionally found in schools and revisits the notion of “Vision II” curricula first discussed in Chapter 1, with a focus on the science education needed for all citizens. The importance of an integrated curriculum is examined through the lens of a “Worldly Perspective” and curricular reform. The relevance of integrated curriculum and the ideas of STEM and STEAM are considered. Reference is made to how self-directed learning increases literacy in science and technology and the case stories of earlier chapters are analysed in this regard. Further, the notion of “science capital” is related to the case stories and the assertion is made that their authors increased their science capital in the course of their science learning. The chapter concludes by relating the ways in which providers of science and technology information can encourage and promote engagement for people who are self-directed learners, helping them to achieve identified goals for lifelong learning.
