1. Learning science: acquiring and developing conceptual and theoretical knowledge.
2. Learning about science: developing an understanding of the nature and methods of science, appreciation of its
history and development, awareness of the complex interactions among science, technology, society and
environment, and sensitivity to the personal, social and ethical implications of particular technologies.
3. Doing science: engaging in and developing expertise in scientific inquiry and problem solving, and developing
confidence in tackling a wide range of “real world” tasks and problems.
4. Engaging in sociopolitical action: acquiring (through guided participation) the capacity and commitment to take
appropriate, responsible and effective action on science/technology-related matters of social, economic,
environmental and moral ethical concern (Hodson, 2011, p. ix; Hodson, 2003).
These four elements of science education represent in totally what science education in the 21st century entails, especially
as Hodson points to the roles of technology, politics and social activism delineating differing stakeholders’ interests in the
field.
Learning science, learning about science, doing science (practical application of science or applied science), and
engaging in sociopolitical actions represent the kind of whole approach to science education that 21st century problems
and challenges demand. We must not only understand the philosophical and methodological basis of science, but the
source of scientific theories and ideas as facts and apply them to resolve our social, economic, political and environmental
problems. The conceptual and theoretical knowledge we acquire should have a major purpose, and that purpose should
center on satisfying basic and justifiable human needs and wants, rather than on creating new issues to contend with, for
example, nuclear bomb, environmental pollutants, or other heinous examples of the misuse and misapplication of science
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that do not serve human needs and general interest. We must embrace a more comprehensible and sensible appreciation of
science as an assistive body of knowledge in addressing our common causes, and in doing so, should seek to responsibly
learn science, learn about science, do science, and engage in corrective and progressive sociopolitical actions.