A critical analysis of the democratic argument for teaching science: the case of cell phones

A number of diverse arguments have been proposed by researchers science education regarding the reason should be taught in schools. These inevitable play a key role curriculum designed policy makers. The present study turns its attention into democratic argument and tries to explore validity through distinct socio-scientific issue that citizen is likely come across their everyday life, radiation emitted from cell phones. In particular, it required knowledge physics will enable individuals deal with emission phones an effective way. Moreover, drawing sharp conflicts arisen during last years around world between citizens phone companies installation towers within residential areas, record information about different places where controversy has made headline news.