The myth of scientific literacy:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New Brunswick, N.J.
Rutgers University Press
©1995
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references (pages 239-251) and index Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science Shamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues |
| Beschreibung: | 1 Online-Ressource (xviii, 261 pages) |
| ISBN: | 0585080224 0813521963 9780585080222 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV043079472 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 151126s1995 |||| o||u| ||||||eng d | ||
| 020 | |a 0585080224 |9 0-585-08022-4 | ||
| 020 | |a 0813521963 |9 0-8135-2196-3 | ||
| 020 | |a 9780585080222 |9 978-0-585-08022-2 | ||
| 035 | |a (OCoLC)44961777 | ||
| 035 | |a (DE-599)BVBBV043079472 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-1046 |a DE-1047 | ||
| 082 | 0 | |a 507.1/073 |2 20 | |
| 100 | 1 | |a Shamos, Morris H., (Morris Herbert) |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The myth of scientific literacy |c Morris H. Shamos |
| 264 | 1 | |a New Brunswick, N.J. |b Rutgers University Press |c ©1995 | |
| 300 | |a 1 Online-Ressource (xviii, 261 pages) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (pages 239-251) and index | ||
| 500 | |a Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science | ||
| 500 | |a Shamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues | ||
| 650 | 4 | |a Sciences / Étude et enseignement / États-Unis | |
| 650 | 4 | |a Culture scientifique et technique / États-Unis | |
| 650 | 7 | |a SCIENCE / Study & Teaching |2 bisacsh | |
| 650 | 7 | |a Literacy |2 fast | |
| 650 | 7 | |a Science / Study and teaching |2 fast | |
| 650 | 7 | |a Natuurwetenschappen |2 gtt | |
| 650 | 7 | |a Onderwijs |2 gtt | |
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Unterricht | |
| 650 | 4 | |a Science |x Study and teaching |z United States | |
| 650 | 4 | |a Literacy |z United States | |
| 650 | 0 | 7 | |a Naturwissenschaftlicher Unterricht |0 (DE-588)4041425-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Erziehungsziel |0 (DE-588)4070957-7 |2 gnd |9 rswk-swf |
| 651 | 4 | |a USA | |
| 651 | 7 | |a USA |0 (DE-588)4078704-7 |2 gnd |9 rswk-swf | |
| 689 | 0 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 0 | 1 | |a Naturwissenschaftlicher Unterricht |0 (DE-588)4041425-5 |D s |
| 689 | 0 | 2 | |a Erziehungsziel |0 (DE-588)4070957-7 |D s |
| 689 | 0 | |8 1\p |5 DE-604 | |
| 856 | 4 | 0 | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727 |x Aggregator |3 Volltext |
| 912 | |a ZDB-4-EBA | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-028503664 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727 |l FAW01 |p ZDB-4-EBA |q FAW_PDA_EBA |x Aggregator |3 Volltext | |
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727 |l FAW02 |p ZDB-4-EBA |q FAW_PDA_EBA |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804175470387789824 |
|---|---|
| any_adam_object | |
| author | Shamos, Morris H., (Morris Herbert) |
| author_facet | Shamos, Morris H., (Morris Herbert) |
| author_role | aut |
| author_sort | Shamos, Morris H., (Morris Herbert) |
| author_variant | m h m h s mhmh mhmhs |
| building | Verbundindex |
| bvnumber | BV043079472 |
| collection | ZDB-4-EBA |
| ctrlnum | (OCoLC)44961777 (DE-599)BVBBV043079472 |
| dewey-full | 507.1/073 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1/073 |
| dewey-search | 507.1/073 |
| dewey-sort | 3507.1 273 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03896nmm a2200613zc 4500</leader><controlfield tag="001">BV043079472</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">151126s1995 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0585080224</subfield><subfield code="9">0-585-08022-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0813521963</subfield><subfield code="9">0-8135-2196-3</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780585080222</subfield><subfield code="9">978-0-585-08022-2</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)44961777</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV043079472</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-1046</subfield><subfield code="a">DE-1047</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">507.1/073</subfield><subfield code="2">20</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Shamos, Morris H., (Morris Herbert)</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The myth of scientific literacy</subfield><subfield code="c">Morris H. Shamos</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New Brunswick, N.J.</subfield><subfield code="b">Rutgers University Press</subfield><subfield code="c">©1995</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (xviii, 261 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 239-251) and index</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Shamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sciences / Étude et enseignement / États-Unis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Culture scientifique et technique / États-Unis</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">SCIENCE / Study & Teaching</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Literacy</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Science / Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Natuurwetenschappen</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Onderwijs</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Naturwissenschaft</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Unterricht</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Literacy</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Naturwissenschaftlicher Unterricht</subfield><subfield code="0">(DE-588)4041425-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Erziehungsziel</subfield><subfield code="0">(DE-588)4070957-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Naturwissenschaftlicher Unterricht</subfield><subfield code="0">(DE-588)4041425-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Erziehungsziel</subfield><subfield code="0">(DE-588)4070957-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-028503664</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727</subfield><subfield code="l">FAW01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FAW_PDA_EBA</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727</subfield><subfield code="l">FAW02</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FAW_PDA_EBA</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV043079472 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:16:48Z |
| institution | BVB |
| isbn | 0585080224 0813521963 9780585080222 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028503664 |
| oclc_num | 44961777 |
| open_access_boolean | |
| owner | DE-1046 DE-1047 |
| owner_facet | DE-1046 DE-1047 |
| physical | 1 Online-Ressource (xviii, 261 pages) |
| psigel | ZDB-4-EBA ZDB-4-EBA FAW_PDA_EBA |
| publishDate | 1995 |
| publishDateSearch | 1995 |
| publishDateSort | 1995 |
| publisher | Rutgers University Press |
| record_format | marc |
| spelling | Shamos, Morris H., (Morris Herbert) Verfasser aut The myth of scientific literacy Morris H. Shamos New Brunswick, N.J. Rutgers University Press ©1995 1 Online-Ressource (xviii, 261 pages) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references (pages 239-251) and index Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science Shamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues Sciences / Étude et enseignement / États-Unis Culture scientifique et technique / États-Unis SCIENCE / Study & Teaching bisacsh Literacy fast Science / Study and teaching fast Natuurwetenschappen gtt Onderwijs gtt Naturwissenschaft Unterricht Science Study and teaching United States Literacy United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Erziehungsziel (DE-588)4070957-7 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s Erziehungsziel (DE-588)4070957-7 s 1\p DE-604 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Shamos, Morris H., (Morris Herbert) The myth of scientific literacy Sciences / Étude et enseignement / États-Unis Culture scientifique et technique / États-Unis SCIENCE / Study & Teaching bisacsh Literacy fast Science / Study and teaching fast Natuurwetenschappen gtt Onderwijs gtt Naturwissenschaft Unterricht Science Study and teaching United States Literacy United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Erziehungsziel (DE-588)4070957-7 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4070957-7 (DE-588)4078704-7 |
| title | The myth of scientific literacy |
| title_auth | The myth of scientific literacy |
| title_exact_search | The myth of scientific literacy |
| title_full | The myth of scientific literacy Morris H. Shamos |
| title_fullStr | The myth of scientific literacy Morris H. Shamos |
| title_full_unstemmed | The myth of scientific literacy Morris H. Shamos |
| title_short | The myth of scientific literacy |
| title_sort | the myth of scientific literacy |
| topic | Sciences / Étude et enseignement / États-Unis Culture scientifique et technique / États-Unis SCIENCE / Study & Teaching bisacsh Literacy fast Science / Study and teaching fast Natuurwetenschappen gtt Onderwijs gtt Naturwissenschaft Unterricht Science Study and teaching United States Literacy United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Erziehungsziel (DE-588)4070957-7 gnd |
| topic_facet | Sciences / Étude et enseignement / États-Unis Culture scientifique et technique / États-Unis SCIENCE / Study & Teaching Literacy Science / Study and teaching Natuurwetenschappen Onderwijs Naturwissenschaft Unterricht Science Study and teaching United States Literacy United States Naturwissenschaftlicher Unterricht Erziehungsziel USA |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=17727 |
| work_keys_str_mv | AT shamosmorrishmorrisherbert themythofscientificliteracy |