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How to advance scientific literacy
September 04, 20093 upcoming articles look into the ways plant biologists can improve science communication with students and the general public
Society needs science, and scientists need an informed, thoughtful, and open-minded citizenry. Thus, the obvious dependence of American society on science is strikingly inconsistent with the low level of scientific literacy among U. S. citizens. By establishing 2009 as the "Year of Science," professional scientific organizations and grassroots, citizens-for-science groups hope to bring a renewed and invigorated focus on the importance of science now and in the future. As knowledge experts and educators, practicing scientists are key players in advancing the scientific literacy agenda.
As part of its 2008 annual meeting, the Botanical Society of America (BSA) organized a symposium to help inform attendees about the issues involved in scientific literacy as well as the progress achieved toward the goal of obtaining a public that is better informed and more accepting of scientific achievements and science in general. There were five presentations during the symposium: Marshall Sundberg discussed the PlantingScience initiative developed by the BSA (www.PlantingScience.org), Gordon Uno showed how developing botanical literacy among our students can contribute to scientific literacy, Judith Scotchmoor illustrated how she and her colleagues have developed educational outreach and resources for helping teachers teach the process of science to their students, and Matthew Nisbet and Dietram Scheufele each discussed different aspects of science communication and the public.
Papers based on these presentations will be published in the October issue of the American Journal of Botany and will remain free for viewing. All of the papers-including the introduction by Christopher Haufler and Marshall Sundberg (http://www.amjbot.org/cgi/reprint/ajb.0900241v1)-show how both passive and active forces have contributed to current concerns about scientific literacy.
In his contribution, Gordon Uno (http://www.amjbot.org/cgi/reprint/ajb.0900025v1) summarizes why it is important for scientists in general and botanists in particular to invigorate science teaching with inquiry methods. He illustrates the challenges we face because students lack critical thinking skills, are generally uninformed about plants, and many are actually hostile toward learning about plant biology. To improve this situation, Uno provides seven principles of learning that make recommendations about how botanists should teach, including using themes and "thinking botanically" to illustrate all biological concepts.
Judith Scotchmoor and her colleagues Anastasia Thanukos and Sheri Potter (online soon at http://www.amjbot.org/papbyrecent.dtl) discuss efforts targeted at raising public awareness of science (via COPUS, the Coalition on the Public Understanding of Science) and provide resources that are available to teachers who seek to weave the "process of science" into courses to inform students about how science works. By developing a public that is more actively aware of science as part of their lives, both citizens in general and students in particular are more likely to be interested in learning about science. Scotchmoor et al. also discuss the web-based project called "Understanding Science" that aims to improve teacher understanding of the nature of the scientific enterprise, provide resources that encourage and enable K-16 teachers to reinforce the nature of science throughout their teaching, and serve as a clear and accessible reference that accurately portrays the scientific endeavor.
Matthew Nisbet and Dietram Scheufele (http://www.amjbot.org/cgi/reprint/ajb.0900041v1) melded their presentations into a joint-authored paper to discuss efforts targeted at raising public awareness of science. As researchers into communication about science, these authors illustrate that building a public that is more receptive to science requires more than enhancing scientific literacy. They emphasize that science communication efforts need to be based on a systematic, empirical understanding of the intended audience's existing values, knowledge, and attitudes, their interpersonal and social contexts, and their preferred media sources and communication channels.
Taken together, this set of papers captures current issues about the public understanding of science, illustrates why greater emphasis on helping students understand and appreciate the process of science is so important, and provides insights and perspectives on what all practicing scientists can do to build a more receptive audience. It appears that in some respects academic scientists are contributing to the problem because we tend to teach content (facts about biology) rather than process (how to learn about biology). We need to help our students understand how scientists actually do our work, and we should learn about the social dynamics involved with scientific communication. Each of the papers presents different elements of making us more aware of the challenges we face, better prepared to help our students appreciate and learn about science, and in general enhancing our capacity to change the future. Practicing scientists should be active participants in making sure that scientific literacy improves for new generations of students.
American Journal of Botany
Papers based on these presentations will be published in the October issue of the American Journal of Botany and will remain free for viewing. All of the papers-including the introduction by Christopher Haufler and Marshall Sundberg (http://www.amjbot.org/cgi/reprint/ajb.0900241v1)-show how both passive and active forces have contributed to current concerns about scientific literacy.
In his contribution, Gordon Uno (http://www.amjbot.org/cgi/reprint/ajb.0900025v1) summarizes why it is important for scientists in general and botanists in particular to invigorate science teaching with inquiry methods. He illustrates the challenges we face because students lack critical thinking skills, are generally uninformed about plants, and many are actually hostile toward learning about plant biology. To improve this situation, Uno provides seven principles of learning that make recommendations about how botanists should teach, including using themes and "thinking botanically" to illustrate all biological concepts.
Judith Scotchmoor and her colleagues Anastasia Thanukos and Sheri Potter (online soon at http://www.amjbot.org/papbyrecent.dtl) discuss efforts targeted at raising public awareness of science (via COPUS, the Coalition on the Public Understanding of Science) and provide resources that are available to teachers who seek to weave the "process of science" into courses to inform students about how science works. By developing a public that is more actively aware of science as part of their lives, both citizens in general and students in particular are more likely to be interested in learning about science. Scotchmoor et al. also discuss the web-based project called "Understanding Science" that aims to improve teacher understanding of the nature of the scientific enterprise, provide resources that encourage and enable K-16 teachers to reinforce the nature of science throughout their teaching, and serve as a clear and accessible reference that accurately portrays the scientific endeavor.
Matthew Nisbet and Dietram Scheufele (http://www.amjbot.org/cgi/reprint/ajb.0900041v1) melded their presentations into a joint-authored paper to discuss efforts targeted at raising public awareness of science. As researchers into communication about science, these authors illustrate that building a public that is more receptive to science requires more than enhancing scientific literacy. They emphasize that science communication efforts need to be based on a systematic, empirical understanding of the intended audience's existing values, knowledge, and attitudes, their interpersonal and social contexts, and their preferred media sources and communication channels.
Taken together, this set of papers captures current issues about the public understanding of science, illustrates why greater emphasis on helping students understand and appreciate the process of science is so important, and provides insights and perspectives on what all practicing scientists can do to build a more receptive audience. It appears that in some respects academic scientists are contributing to the problem because we tend to teach content (facts about biology) rather than process (how to learn about biology). We need to help our students understand how scientists actually do our work, and we should learn about the social dynamics involved with scientific communication. Each of the papers presents different elements of making us more aware of the challenges we face, better prepared to help our students appreciate and learn about science, and in general enhancing our capacity to change the future. Practicing scientists should be active participants in making sure that scientific literacy improves for new generations of students.
American Journal of Botany
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Playing video games offers learning across life span, say studies
Certain types of video games can have beneficial effects, improving gamers' dexterity as well as their ability to problem-solve - attributes that have proven useful not only to students but to surgeons, according to research discussed Sunday at the Annual Convention of the American Psychological Association.
Europeans' understanding of science, evolution, more advanced than Americans
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Media Invitation - Public Perceptions of Science & Technology in Europe - Comparing Candidate Countries and the European Union
Press Conference - Launch of the 2003 Report of the Candidate Countries Eurobarometer Press Room, Breydel Building, 11h00 - 12h00, 3rd April, 2003 The 2003 Eurobarometer Report on the Candidate Countries will be released in Brussels on 3rd April by European Research Commissioner Philippe Busquin. The report sets out for the first time the latest and most reliable data on public perceptions towards science and technology in these countries. It will provide journalists with new information on issues such as, scientific literacy, scientists' responsibilities, declining scientific vocations, Europe's scientific performance compared with the rest of the world, and women in science. During a pre
Science and society in Europe - How to bridge the gaps?
The European Commission published today its latest Eurobarometer survey on "Europeans, science and technology". This comes just two days after the adoption of an action plan "Science and Society" which addresses some of the issues identified by the survey. Both the Eurobarometer results and the action plan were presented by EU Research Commissioner Philippe Busquin to the media today in Brussels. Said Philippe Busquin: "Our society continues to have a positive perception of science, but we must address the concerns and scepticism that people express about some specific issues. Scientists have a very strong image in society, but it is an ambiguous one. The results of the survey
Science & Public Affairs - April 2001
Science & Public Affairs – April 2001 Published by the British Association with support from the Royal Society In this month’s Science & Public Affairs….. Government’s role in ensuring that the public has trust in new technologies, Corus and the decline in industrial R&D, how can the precautionary principle be used fairly and effectively?, celebrating the success of science centres, how scientists should be gearing up for the Science Ambassadors scheme, the challenges arising from the sequencing of the human genome, media coverage of near earth objects. Opinion Rule by GOBSATs or SIFSUPOMs? ‘Can the assessment of risk be delegated from those described contemptuo
Lords call for more help for science teachers
Science teachers need extra help in order to inspire the scientists and citizens of the future, says the House of Lords Science & Technology Committee in a report published today [21 March]. Lord Winston (Professor Robert Winston), who chaired the inquiry, said: “Children learn attitudes to science in school which stay with them for the rest of their lives. If we are to involve the whole of society in understanding progress in science, we need to help teachers to maintain their skills and communicate their enthusiasm to their pupils.” The Government has just published a strategy for continuing professional development (CPD) for all teachers. The Lords argue that CPD for science t
Science People Can Trust
SPEECH BY STEPHEN BYERS, SECRETARY OF STATE FOR TRADE AND INDUSTRY, 20 MARCH 2001, AT THE INSTITUTE OF PHYSICS The issues we’re looking at this evening form one of the most important challenges we face at the beginning of the 21st century. In this century – even more than in the last – science will shape the economy and the society in which we live. The industries, jobs and wealth of the future will come from the application of new scientific discoveries. Science will provide the key to better health care, a cleaner environment and tackling crime. But if we are to enjoy these benefits in Britain, we need to respond to three challenges. First, we must invest in scientific ex
Physics teachers represent UK in Geneva
Fourteen physics teachers have been chosen to represent the United Kingdom at a special European festival aimed at sharing good teaching practice. The event is the highlight of a European-wide programme called Physics on Stage, which draws attention to some of the best practices in physics teaching in schools. The aim of the year-long programme, is to raise standards and improve scientific literacy at all levels. Twenty-two nations throughout Europe have been working hard all year towards the festival, being held at the European organisation for nuclear research, CERN, in Geneva, during the European Week for Science and Technology, November 6-11, 2000. Here, 400 delegates from the participat
Science and the Public – a strategy for a new relationship?
The Government strategy for science launched today, highlights the problems of the relationship between science and the public. The BA welcomes the strategy and the emphasis placed on consumers. A new culture of public dialogue is needed and the strategy has taken this on board by reflecting the conclusions of the House of Lords report on Science and Society. ‘Public understanding of science’ is a welcome omission from the strategy, as the term no longer reflects the more consultative and participatory methods being used by the BA and other scientific bodies. Changing the way scientists approach communication will take time and the strategy suggests that scienti
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