Science literacy: concepts, contexts, and consequences
Gespeichert in:
| Körperschaft: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington, DC
National Academies Press
[2016]
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| Schlagworte: | |
| Beschreibung: | Online resource; title from PDF title page (National Academies Press, viewed Oct. 18, 2016) |
| Beschreibung: | 1 online resource (xiv, 152 pages) illustrations (some color) |
| ISBN: | 9780309447577 0309447577 |
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| 245 | 1 | 0 | |a Science literacy |b concepts, contexts, and consequences |c Committee on Science Literacy and Public Perception of Science ; Catherine E. Snow and Kenne A. Dibner, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; a report of the National Academies of Sciences, Engineering, Medicine |
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| 505 | 8 | |a Summary -- Introduction -- Science literacy and health literacy: rationales, definitions, and measurement -- Science literacy in society and the world -- Science literacy for communities -- Science literacy for individuals -- Reearch agenda -- Appendix A: Definitions and statements about literacy, numeracy, science literacy, health literacy, and health numeracy -- Appendix B: Biographical sketches of committee members and staff | |
| 505 | 8 | |a "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research"--Publisher's description | |
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Datensatz im Suchindex
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| author2 | Snow, Catherine E. Dibner, Kenne A. |
| author2_role | edt edt |
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| author_corporate | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Science Literacy and Public Perception of Science |
| author_corporate_role | aut |
| author_facet | Snow, Catherine E. Dibner, Kenne A. National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Science Literacy and Public Perception of Science |
| author_sort | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Science Literacy and Public Perception of Science |
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| contents | Summary -- Introduction -- Science literacy and health literacy: rationales, definitions, and measurement -- Science literacy in society and the world -- Science literacy for communities -- Science literacy for individuals -- Reearch agenda -- Appendix A: Definitions and statements about literacy, numeracy, science literacy, health literacy, and health numeracy -- Appendix B: Biographical sketches of committee members and staff "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research"--Publisher's description |
| ctrlnum | (ZDB-4-NLEBK)ocn960886711 (OCoLC)960886711 (DE-599)BVBBV044361592 |
| 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 |
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| id | DE-604.BV044361592 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:48Z |
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| isbn | 9780309447577 0309447577 |
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| spelling | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Science Literacy and Public Perception of Science Verfasser aut Science literacy concepts, contexts, and consequences Committee on Science Literacy and Public Perception of Science ; Catherine E. Snow and Kenne A. Dibner, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; a report of the National Academies of Sciences, Engineering, Medicine Washington, DC National Academies Press [2016] © 2016 1 online resource (xiv, 152 pages) illustrations (some color) txt rdacontent c rdamedia cr rdacarrier Online resource; title from PDF title page (National Academies Press, viewed Oct. 18, 2016) Summary -- Introduction -- Science literacy and health literacy: rationales, definitions, and measurement -- Science literacy in society and the world -- Science literacy for communities -- Science literacy for individuals -- Reearch agenda -- Appendix A: Definitions and statements about literacy, numeracy, science literacy, health literacy, and health numeracy -- Appendix B: Biographical sketches of committee members and staff "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research"--Publisher's description SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Naturwissenschaft Science Study and teaching United States USA Snow, Catherine E. edt Dibner, Kenne A. edt Erscheint auch als Druck-Ausgabe Science literacy [Washington, D.C.] : National Academies Press, 2016 9780309447560 |
| spellingShingle | Science literacy concepts, contexts, and consequences Summary -- Introduction -- Science literacy and health literacy: rationales, definitions, and measurement -- Science literacy in society and the world -- Science literacy for communities -- Science literacy for individuals -- Reearch agenda -- Appendix A: Definitions and statements about literacy, numeracy, science literacy, health literacy, and health numeracy -- Appendix B: Biographical sketches of committee members and staff "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research"--Publisher's description SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Naturwissenschaft Science Study and teaching United States |
| title | Science literacy concepts, contexts, and consequences |
| title_auth | Science literacy concepts, contexts, and consequences |
| title_exact_search | Science literacy concepts, contexts, and consequences |
| title_full | Science literacy concepts, contexts, and consequences Committee on Science Literacy and Public Perception of Science ; Catherine E. Snow and Kenne A. Dibner, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; a report of the National Academies of Sciences, Engineering, Medicine |
| title_fullStr | Science literacy concepts, contexts, and consequences Committee on Science Literacy and Public Perception of Science ; Catherine E. Snow and Kenne A. Dibner, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; a report of the National Academies of Sciences, Engineering, Medicine |
| title_full_unstemmed | Science literacy concepts, contexts, and consequences Committee on Science Literacy and Public Perception of Science ; Catherine E. Snow and Kenne A. Dibner, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; a report of the National Academies of Sciences, Engineering, Medicine |
| title_short | Science literacy |
| title_sort | science literacy concepts contexts and consequences |
| title_sub | concepts, contexts, and consequences |
| topic | SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Naturwissenschaft Science Study and teaching United States |
| topic_facet | SCIENCE / Study & Teaching Science / Study and teaching Naturwissenschaft Science Study and teaching United States USA |
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