By Hannah Fingerhut Younger generations tend to have more-positive views than their elders of a number of institutions that play a big part in American society. Views among older generations have changed little over this time period. As a result, older generations are now more likely than Millennials — who are much less likely than their elders to be religious — to view religious organizations positively.
Maria Grant and Diane Lapp Four actions help teachers foster citizens who are critical thinkers about science-related issues. Jacqueline, a 12th grader, is purchasing her first car and feels torn as she balances conflicting desires and messages.
She yearns to be seated behind the wheel of a stylish vehicle, a yearning fueled by advertisements portraying women in luxurious cars. She's also confronted by billboard messages that claim "best fuel economy for your money!
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She also cares about how the fuel emissions of different brands of cars will affect air quality and the environment. Jacqueline realizes she needs more information—including information on carbon emissions, the ozone layer, and global warming—to make a careful decision.
Every day, the need to make decisions related to science confronts young people. Although buying a car might seem to be a financial or lifestyle issue, the choice connects to environmental science. Fortunately, Jacqueline has practiced solving problems, analyzing data, and making informed, data-driven decisions in her science classes; and she understands that her decisions today can affect the environment she will live in tomorrow.
Scanning articles in Consumer Reports, Jacqueline notes columns of data comparing average miles per gallon on the freeway, safety testing data, and carbon fuel emissions ratings of the three car models she's considering. She reads about the strengths and weaknesses of each model, including pricing and resale value, and makes notes to guide her decision making.
Critical Literacy as Personal Empowerment As part of working toward scientific literacy for students, teachers must consider the concept of critical literacy. Just look at the number of science-related issues that directly affect human beings—global warming, access to clean water, and the availability of renewable energy, to name just a few—and ask yourself two questions: Do most students think about the effect of these issues on their everyday lives?
Do our students consider the roles they might play in changing how a science-connected problem is resolved over the coming decades?
Probably not, unless they are taught to do so. As Trefil and O'Brien-Trefil noted, questions like these should provide the foundation of young people's scientific literacy and related social responsibility.
A key part of being critically literate is becoming involved in issues beyond the personal. Teachers can help students become part of society's science conversations by using real-world applications of science in instruction and by inviting students to discuss and debate relevant and motivating content.
Informed acts that make a difference in society—whether as simple as casting a ballot for or against an environmental issue or as complex as working on the research and development of a new alternative fuel source—are characteristic of individuals who possesses critical science literacy.
As a science educator and a literacy educator—who are also both high school teachers and university professors—we propose four actions to promote critical literacy in science classrooms. Identify science topics of interest.
An astute science educator can weave real-world science topics into a standards-based curriculum without sacrificing a moment of purposeful instructional time.
A look at global warming in the physics classroom can lead to a basic discussion of water density or to a sophisticated explanation of the Stefan-Boltzmann law which can be used to determine how much energy the sun gives off and to calculate the temperature of Earth, both crucial elements in understanding global warming.
Such conversations lend relevance to what might otherwise be an isolated discussion of theory.Science Debate asks candidates, elected officials, the public and the media to focus more on science policy issues of vital importance to modern life.
As a registered (c)(3), Science Debate is nonpartisan. Teaching Science Literacy. write, think, and talk about real-world science issues (Lapp & Fisher, ).
Critical Literacy as Personal Empowerment. A collection of news articles related to pertinent water-use issues might ignite passion and spark related conversation among newly motivated students.
Frontiers’ CEO, Kamila Markram, makes a case for why open science is the key to innovation, economic growth and solutions to a sustainable future Watch the video Frontiers News.
Teens write a lot, but they do not think of their emails, instant and text messages as writing. But teens also believe good writing is essential for success and that .
The religion vs science debate, in recent years, has started to dominate the news, spreading across thousands of internet sites and forums.
This article is a part of the guide. Most journalists want to break exclusives, but a lot of what science journalists write is neccesarily based on the latest research findings, published for all the world to see in academic journals.