Science Matters: Achieving Scientific Literacy

Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

“…Current thinking about the desired outcomes of science education emphasises scientific knowledge and an appreciation of science's contribution to society. These outcomes require an understanding of important concepts and explanations of science, and the strength and limitations of science in the world (OECD, 2006 (Millar & Osborne, 1998), an appreciation of the nature, aims and general limitations of science (Jenkins, 1992), to the abilities of a semi-professional scientist (Hazen & Trefil, 1991;Thomas & Durant, 1987). This paper follows Millar's (2006) starting point in that science education should be the aspiration to include scientific literate competences that students need, to be able to live and participate with reasonable comfort, confidence, and responsibility in a society that is deeply influenced and shaped by the applications, ideas and values of science (Millar, 2006).…”

Who Believes in the Giant Skeleton Myth? An Examination of Individual Difference Correlates

“…First, it is known that, once a myth is accepted, new information is frequently distorted or ignored (Dole, 2000), and the incorrect belief is strengthened and becomes difficult to dislodge (Vosniadu, 2001). In addition, acceptance of science-related myths has a detrimental effect on scientific literacy, which in turn may have a negative impact on academic achievement, economic productivity, and participation in civic affairs (Hazen & Trefl, 2009). In some cases, myths-including myths derived from within social science (Ferguson, 2013)-may also be at the center of moral panics and unnecessary fears in society (Radford, 1999) or result in harmful or wasteful effects (e.g., seeking out ineffective medical or psychological treatments; Lilienfeld, Lynn, Ruscio, & Beyerstein, 2010).…”

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

“…They then considered their own draft unit-plans and debated how to maximize the effectiveness of the unit by planning out an achievable scope and sequence for the unit. Throughout this and other group-work experiences that took place during the summer workshops, teachers said that they were inspired by materials that were brought into the class by the instructors or classmates such as the state and national science content standards, Uncovering Student Ideas in Science series, Science, Formative Assessment; 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Keeley, 2008), links to websites such as the Nanosense.org and Nano.gov, a book filled with high quality nanoscale images giving teachers ideas about materials that image well and exemplify points they want to make using visual tools, and Curriculum Topic Study resources such as the AAAS (1994) Atlas of Science (concept maps) that provide visual diagrams of how concepts connect and Science Matters (Hazen & Trefil, 2009). …”