The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Creating the Conditions for Scientific Literacy: A Re-Examination
Abstract
This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the scientific literacy of the U. S. population. In the article, we discuss limitations in the current direction of science education reform and examine some alternate ways of thinking about it.
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Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187
The 1987 Presidential Address Learning In School and Out
Resnick, L. B. (1987) · Educational Researcher · doi:10.3102/0013189x016009013 · Cited by 1,035
Educated in Romance: Women, Achievement, and College Culture
Holland, D. C., Eisenhart, M. A., & Connell, R. W. (1990) · doi:10.7208/chicago/9780226218496.001.0001 · Cited by 444
Self-citationThey're Not Dumb, They're Different: Stalking the Second Tier
Tobias, S., & Fehrs, M. H. (1991) · Physics Today · doi:10.1063/1.2810250 · Cited by 207
Cited by
Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform
Keys, C. W., & Bryan, L. A. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1023 · Cited by 555
Bravo, M. A., Mosqueda, E., Solís, J. L., & Stoddart, T. (2014) · Journal of Science Teacher Education · doi:10.1007/s10972-013-9374-8 · Cited by 52
Farland-Smith, D. (2012) · Journal of Science Teacher Education · doi:10.1007/s10972-011-9259-7 · Cited by 39
Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006) · Science Education · doi:10.1002/sce.20148 · Cited by 39
POLMAN, J. L., NEWMAN, A., SAUL, E. W., & FARRAR, C. (2014) · Science Education · doi:10.1002/sce.21114 · Cited by 33
Metadata
- Authors
- Eisenhart, M., Finkel, E., & Marion, S. F.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1996
- Volume
- 33
- Issue
- 2
- Pages
- 261
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2125719801
- Cited by
- 304
- References
- 5
- FWCI
- 70.31
- Type
- journal article
- Language
- en
- Open access
- closed
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- Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the Conditions for Scientific Literacy: A Re-Examination. American Educational Research Journal. https://doi.org/10.2307/1163285
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
