EDUCATIONAL DILEMMA:Achieving Scientific Literacy
A Problem-based Learning Experience
EDUCATIONAL DILEMMA:
Achieving scientific literacy among the masses is an important and vexing
problem. Before scientific literacy can be achieved, it first must be accurately
defined. What is scientific literacy? Are there various dimensions to scientific
literacy -- history, scientific procedures, content from the disciplines,
attitudes, dispositions? Before efforts are undertaken to increase the level
of scientific literacy, we must be certain that it is logical to do so.
In this problem-based learning experience you will attempt to operationally
define scientific literacy and provide a rationale for achieving broad-based
scientific literacy among the masses -- if you feel that it is appropriate
and even possible. But before you embark on that effort, let's look at an
example of scientific illiteracy.
According to Dr. Jon Miller, a scientific literacy researcher at Northern Illinois University, only 6.9% of Americans are scientifically literate at the very lowest level -- familiarity with basic facts, vocabulary, and concepts. Consider the following findings from Miller's 1990 telephone survey in which 2033 individuals were interviewed.
It should be noted that only 36% or respondents got six or more of the above facts correct!
The outlook for achieving scientific literacy in American does not look
promising if current data are any indicators. In the U. S. 40 to 50 year
olds are the most scientifically literate. Those from 60 to 70 years of
age have a low rate of scientific literacy as might be expected for a large
part of that population never completed basic schooling. Those from 20 to
30 years of age have a similarly low rate of scientific literacy, and this
among the most educated generation of students in American history! The
overall trend in America is for increasing scientific literacy with age;
in many foreign countries the degree of scientific literacy decreases with
age. The implications for America's role in the international arena are
profound.
Team and Individual Tasks
As a member of your team you need to do the following:
As you work on this project, keep in mind the following points:
Defining scientific literacy is not easy. It has many dimensions and degrees. Whole books have been written to accurately define scientific literacy and to provide indicators for its assessment. Limit your definition of scientific literacy to what you might expect from an average high school graduate -- you need not be exhaustive in your definition. A number of resources have been outlined below to get you started on this problem-based learning experience.
In addition to the resources listed below, Mr. Carl Wenning, Physics Teacher Education Program Director, will serve as cognitive coach for your PBL team. He will arrange to spend time with your team to clarify thinking processes, provide general direction, to help frame effective and efficient cooperative learning practices, and to provide some general background in writing html code for the web page.
Below you will find a number of website resources that you can access in you quest for answers. Be certain to use the traditional Internet search engines to find additional resources as needed.
Web Sites --
Third International Mathematics and Science Survey
National Science Education Standards
North Central Regional Educational Laboratory
Search Engines --