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This article questions the need for relatively shallow, widespread, scientific literacy across a broad range of topics if it lacks the conceptual depth, and/or intellectual rigour, to provide any basis for rational, scientifically informed choices. We suggest that functional, widespread scientific literacy should only be taught in key stage 3 (age 11–14) and should focus in greater depth on those areas of science relating to human health and some basic chemistry and physics. We also suggest that, in a ‘black box’ technological world, individuals can be effective users of technology, and the underlying science, without the need for scientific literacy.
