From the National Academies: A Tribute to the Science Education Legacy of National Academy of Sciences President Bruce Alberts

Labov, Jay B.

doi:10.1187/cbe.05-06-0081

Cited by 2 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the time, the Academy was deeply engaged in producing the first‐ever US National Science Education Standards, a massive task that we successfully completed 3 years later [16]. During my tenure as NAS president, the National Academies would also publish well over a hundred other education reports [17], but many members of the Academy felt that my focusing so strongly on education issues was a mistake. According to those scientists, most of whom were distinguished university professors, while science education at the precollege level was important, it had nothing to do with college faculty.…”

Section: For Major Changes To Proliferate In Earlier Years Of Schooling College Science Education Must Changementioning

confidence: 99%

Why science education is more important than most scientists think

Alberts

2022

FEBS Letters

View full text Add to dashboard Cite

The COVID‐19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake‐up call for scientists, clearly demonstrating that the standard way that we teach science – as a large collection of “facts” that scientists have discovered about the world – needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works – and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level.

show abstract

Section: For Major Changes To Proliferate In Earlier Years Of Schooling College Science Education Must Changementioning

confidence: 99%

Why science education is more important than most scientists think

Alberts

2022

FEBS Letters

View full text Add to dashboard Cite

show abstract

“…6 General descriptions of the National Academies Summer Institute are available in Wood and Gentile, 2003;Wood and Handelsman, 2004;Labov, 2005 of evolution is being used in fields such as agriculture, biotechnology, forensics, medicine, and public health. The Biological Sciences Curriculum Study is producing a volume to discuss the educational aspects of these presentations.…”

Section: Development Of An Nrc Study On the Benefits Of Understandingmentioning

confidence: 99%

From the National Academies: A Tribute to the Science Education Legacy of National Academy of Sciences President Bruce Alberts

Cited by 2 publications

References 6 publications

Why science education is more important than most scientists think

Why science education is more important than most scientists think

From the National Academies: Ongoing Challenges to Evolution Education: Resources and Activities of the National Academies

Contact Info

Product

Resources

About