ERIC Number: ED362393
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
An Examination of the Science Literacy of Scientists and Science Educators.
This study develops a model for identifying and quantifying science literacy for the purpose of guiding science education policy and ultimately, resource allocation. The model is tested by attempting to distinguish groups who possess science literacy so as to identify their background and experiences that result in literate behavior. A survey of scientists and science educators provided data that show these groups (1) do not have high levels of content knowledge outside their area of professional expertise, (2) do not vote based on understandings of the scientific dimensions of public issues, (3) have significant beliefs in superstition and pseudoscience, and (4) make personal and social choices based on non-scientific aspects of decision-making situations. The author suggests that the pursuit of science literacy is an admirable but impractical goal and distracts resources that could be used to assure a well-prepared scientific work force that includes females and minorities. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Subject Content Knowledge
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Atlanta, GA, April 15-19, 1993).