Publication Date:
2013-04-20
Description:
Educational policy increasingly emphasizes knowledge and skills for the preprofessional "science pipeline" rather than helping students use science in daily life. We synthesize research on public engagement with science to develop a research-based plan for cultivating competent outsiders: nonscientists who can access and make sense of science relevant to their lives. Schools should help students access and interpret the science they need in response to specific practical problems, judge the credibility of scientific claims based on both evidence and institutional cues, and cultivate deep amateur involvement in science.〈br /〉〈span class="detail_caption"〉Notes: 〈/span〉Feinstein, Noah Weeth -- Allen, Sue -- Jenkins, Edgar -- New York, N.Y. -- Science. 2013 Apr 19;340(6130):314-7. doi: 10.1126/science.1230855.〈br /〉〈span class="detail_caption"〉Author address: 〈/span〉Department of Curriculum & Instruction, University of Wisconsin-Madison, 225 North Mills Street, Madison, WI 53706, USA. nfeinstein@wisc.edu〈br /〉〈span class="detail_caption"〉Record origin:〈/span〉 〈a href="http://www.ncbi.nlm.nih.gov/pubmed/23599483" target="_blank"〉PubMed〈/a〉
Keywords:
Education, Professional/*methods
;
Humans
;
Practice (Psychology)
;
*Schools/manpower/organization & administration/standards
;
Science/*education
;
Thinking
Print ISSN:
0036-8075
Electronic ISSN:
1095-9203
Topics:
Biology
,
Chemistry and Pharmacology
,
Computer Science
,
Medicine
,
Natural Sciences in General
,
Physics
