Many people believe that both public policy and personal action would improve with better access to “reliable knowledge about the natural world” (that thing that we often call science). Many of those people participate in science education and science communication. And yet, both as areas of practice and as objects of academic inquiry, science education and science communication have until recently remained remarkably distinct. Why, and what resources do the articles in this special issue of JRST give us for bringing together both the fields of practice and the fields of inquiry?
Recent decades have seen an increasing emphasis on linking the content and aims of science teaching to what the average citizen requires in order to participate effectively in contemporary society, one that is heavily dependent on science and technology. However, despite attempts to define what a scientific education for citizenship should ideally involve, a comprehensive set of key aspects has yet to be clearly established. With this in mind, the present study sought to determine empirically the extent of any consensus in Spain regarding the principal aspects of scientific competence that
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TEAM MEMBERS:
Angel Blanco-LopezEnrique Espana-RamosFrancisco Jose Gonzalez-GarciaAntonio Joaquin Franco-Mariscal
Current science education policy advocates for engaging students in scientific practices of inquiry as the best way for students to learn science. McConney et al.’s analysis of PISA data unexpectedly found a negative correlation between frequency of inquiry-based instruction and high levels of student scientific literacy. The analysis confirmed a positive correlation between frequency of inquiry-based instruction and high levels of interest and of engagement in science.
As infographics and other visual forms of data become increasingly common, many educators wonder how to best integrate them into learning activities. Polman and Gebre interviewed 10 experts in science representation to understand common practices they used for selecting and interpreting infographics. The authors build on study results to generate guidelines for educators' use of infographics.
Polman, Newman, Saul, and Farrar reflect on six years of work with a science journalism program for teens that fosters a version of science literacy centered on developing fluency in the application and use of science in personal life.
Researchers examined how conducting an authentic science investigation in a bilingual classroom and weaving in discussions about the nature and culture of science affected students. They found that this process supported students’ growth in understanding of the scientific enterprise and made the culture of science more approachable.