Salvaging science literacy.

Autor/in	Feinstein, Noah
Titel	Salvaging science literacy.
Quelle	In: Science education, 95 (2011) 1, S. 168-185Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20414
Schlagwörter	Unterrichtsforschung; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Alltagsphysik; Alltagsbezug
Abstract	There is little evidence that the prevailing strategies of science education have an impact on the use and interpretation of science in daily life. Most science educators and science education researchers nonetheless believe that science education is intrinsically useful for students who do not go on to scientific or technical careers. This essay focuses on the "usefulness" aspect of science literacy, which I contend has largely been reduced to a rhetorical claim. A truly useful version of science literacy must be connected to the real uses of science in daily life-what is sometimes called public engagement with science. A small number of science education researchers have already begun to connect science education and the broader field of public engagement with science. Their work, as well as the work of researchers who study public engagement, suggests that it is possible to salvage the "usefulness" of science literacy by helping students become competent outsiders with respect to science.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2