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Developing science literacy in the 21st century Edited by Keri-Anne Croce, Jonah Firestone

Contributor(s): Material type: TextTextSeries: Science & engineering education sourcesPublication details: Charlotte, NC : Information Age Publishing, INC c2020.Description: vii, 156 p. : ill. ; 24 cmISBN:
  • 9781641139816
  • 9781641139823
Subject(s): DDC classification:
  • 507.1 DE VE
Summary: "The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. Because of the enormous responsibilities associated with persuading individuals to act, we hope that the audiences for this book will include scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors of the chapters in this book strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century"--
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Item type Current library Call number Status Date due Barcode
REGULAR University of Wollongong in Dubai Main Collection 507.1 DE VE (Browse shelf(Opens below)) Available T0064727

Includes bibliographical references.

"The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. Because of the enormous responsibilities associated with persuading individuals to act, we hope that the audiences for this book will include scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors of the chapters in this book strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century"--

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