Science for All Americans 1st Edition by F. James Rutherford (PDF)

Description

In order to compete in the modern world, any society today must rank education in science, mathematics, and technology as one of its highest priorities. It’s a sad but true fact, however, that most Americans are not scientifically literate. International studies of educational performance reveal that U.S. students consistently rank near the bottom in science and mathematics. The latest study of the National Assessment of Educational Progress has found that despite some small gains recently, the average performance of seventeen-year-olds in 1986 remained substantially lower than it had been in 1969. As the world approaches the twenty-first century, American schools– when it comes to the advancement of scientific knowledge– seem to be stuck in the Victorian age.In Science for All Americans, F. James Rutherford and Andrew Ahlgren brilliantly tackle this devastating problem. Based on Project 2061, a scientific literacy initiative sponsored by the American Association for the Advancement of Science, this wide-ranging, important volume explores what constitutes scientific literacy in a modern society; the knowledge, skills, and attitudes all students should acquire from their total school experience from kindergarten through high school; and what steps this country must take to begin reforming its system of education in science, mathematics, and technology.Science for All Americans describes the scientifically literate person as one who knows that science, mathematics, and technology are interdependent enterprises with strengths and limitations; who understands key concepts and principles of science; who recognizes both the diversity and unity of the natural world; and who uses scientific knowledge and scientific ways of thinking for personal and social purposes. Its recommendations for educational reform downplay traditional subject categories and instead highlight the connections between them. It also emphasizes ideas and thinking skills over the memorization of specialized vocabulary. For instance, basic scientific literacy means knowing that the chief function of living cells is assembling protein molecules according to the instructions coded in DNA molecules, but does not mean necessarily knowing the terms “ribosome” or “deoxyribonucleic acid.”Science, mathematics, and technology will be at the center of the radical changes in the nature of human existence that will occur during the next life span; therefore, preparing today’s children for tomorrow’s world must entail a solid education in these areas. Science for All Americans will help pave the way for the necessary reforms in America’s schools.

User’s Reviews

Reviews from Amazon users which were colected at the time this book was published on the website:

⭐I am working on a Doctor of Education degree and my dissertation research deals with science literacy among adolescents. I have found this resource to be an invaluable resource. As a high school science teacher as well, I highly recommend this resource to anyone involved in curriculum planning and writing and anyone interested in increasing science literacy in the classroom.

⭐Good overview of scientific studies from the perspective of a secular scientist.

⭐Greqt

⭐This wasn’t my favorite book, but it was a textbook

⭐Great service. Trustworthy descriptions. I’d recommend to anyone. I received the item intact and as described. I can not imagine things going better.

⭐great condition

⭐”Science for All Americans” will appeal to two audiences: people who want to know something about science and science teachers. Written under the guidance of the American Association for the Advancement of Science, the text describes what the average citizen or student needs to know to be reasonably scientifically literate. Science literacy is not knowing pages of facts, theories or equations. The book’s organization helps define the basic components of science literacy. Chapters 1-3 describe what science is about. This includes defining the activity called science, introducing the language of science–mathematics, and the tools of science–technology. Chapters 4-9 present the fundamental base of scientific knowledge. The topics include: physical science (the universe, forces, motion), biological science (heridity, the cell, evolution), humans (the human organism, human society, technology), and mathematics. The information presented in these chapters is extremely well written in both a nontechnical and nonthreatening manner. If you’ve feared science or have forgotten all the science you have ever learned, you will still be able to enjoy and remember a surprising amount of the material presented. Chapter 10 summarizes the most fundamental discoveries of science. Finally, chapters 11-12 delve into the mind of a scientist. What patterns do we see in the world? And what type of mental habits should a scientist exhibit? The final 3 chapters of the book are on science teaching and reforming science education and so are of interest primarily to science teachers. The book achieves its aim of both defining science literacy and making the reader scientifically literate. In fact, the book does so well that I use it as the primary textbook in my college science class as part of the liberal arts education for nonscience majors. Speaking as a college instructor who spends most of my time teaching science to nonscientists, I emphasize again the organization, structure and writing of this book. Not only will you learn much from this book, you will develop a basis on which to increase your science literacy in the future. Science and technology are advancing rapidly–too rapidly for any one person to stay current in even one discipline. Yet citizens must make choices. This book will aid you in making informed choices when dealing with science and technology issues. As I try to explain to my students, it is not wrong to be feel discomfort at not knowing everything–no one does. The real error is to remain where you are now in your science literacy and not grow. This book will help you grow.

⭐This is a good overview of what Project 2061 is all about, but I think there are better resources. “Science for All Americans” is a bit dry. I would recommend “Science Matters” for a more interesting overview of what Americans should know about science.

⭐アメリカの科学教育改革委員会である”Project2061″において提出された報告書（？）。まだ見ていませんが、翻訳が複数あるようです（文科省訳、日米理数教育比較研究会版 、ScienceFor All Americans翻訳プロジェクト版）。記載される内容は、中学生の教科書レベルながら、それがいかに重要な私たちの世界の基礎であるかを述べるところに重点が置かれています。後半は、効果的に教育する方策、科学的な考え方がロマンを排除するものではない点など、教育と普及のノウハウとロードマップになっています。世に蔓延するスピリチュアルなエセ科学への対抗軸としては、当然すぎるので、割愛。自分が感心したのは次の4点。その1：事前のサーベイや予備研究が、きちんとリスト化されてリソース化されてること。あたりまえではありますが、実務的には最も有効な部分かと。その2：暗記じゃなく、結論に向かう経緯を重視する姿勢が一貫しているところ。その3：「デザインされた世界」という章に代表的なように、その問題点をわきまえながら、人間の営みとしての科学に、肯定的で明るい展望を手放さないところ。その4：初歩の環境問題、医療問題への基礎などに加えて、次のトピックが盛り込まれていること。これは、本書とその委員会の視野の広さと志の高さを表現したものかと。 ・集団と社会の振る舞いから、政治とか経済ってことも考えようね、なトピック。 ・科学的な知識が獲得されてきた歴史を学ぼう、なトピック。宗教右派によって科学の価値が棄損され、財政が先細るばかりで、アメリカの教育は壊滅だよ、なんて話しをよく耳にしますが、かくも着実な試みも為されているのも、またアメリカ。金融エリートのウハウハっぷりなんかじゃなくって、こういうところをこそ、真似しなきゃなりませんな。

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⭐『Science for All Americans』は、アメリカが1980年代から推進中の科学教育改革プログラム”Project2061″において提出された報告書です。内容は、アメリカ人が身につけるべき科学の基本的教養の定義と、どうやってそこにたどり着くかという具体的な教育計画のマイルストーンをまとめ上げたもので、現在アメリカは実際にこのプロジェクトに従い、科学教育改革の真っ最中です。プロジェクト開始が1985年だから、実に76年がかりの遠大な計画ですね。この本はタイトル通りアメリカ人に対して書かれたものではありますが、科学に対する考え方、理科教育に対する意見など、非常に良い内容が書かれていて日本人が読んでも十分過ぎるほど為になります。特に、最近日本でもその重要性が唱えられている『科学リテラシー』について、本書は格好の入門書となりえます。理系の教育者であれば、一度は目を通す価値がある内容だと私は考えます。

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