Document Type

Article

Publication Version

Published Version

Publication Date

2-1997

Journal or Book Title

Journal of Chemical Education

Volume

74

Issue

2

First Page

183

Last Page

183

DOI

10.1021/ed074p183

Abstract

Currently the scientific community is trying to increase the general population’s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K–8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

Comments

Reprinted with permission from Journal of Chemical Education 74 (1997): 183, doi:10.1021/ed074p183. Copyright 1997 American Chemical Society.

Rights

One-time permission is granted only for the use specified in your request. No additional uses are granted (such as derivative works or other editions). For any other uses, please submit a new request.

Copyright Owner

American Chemical Society

Language

en

File Format

application/pdf