Concepts, Contexts, and Consequences
This report considers how the definition of science literacy has expanded and shifted over time in order to accommodate changing ideas about science. The report also presents a research agenda with questions about creating new measures of science literacy and expanding the information available to clarify the relationship between science knowledge and attitudes toward science, how science literacy is used and measured in different contexts', the relationship of science literacy to other literacy skills, and the role of science literacy for citizens as decision-makers.
|Effective Chemistry Communication in Informal Environments |
This report looks at how chemistry is communicated to the public outside of the classroom, and outlines a framework for the design of chemistry communication activities and identifies key areas for future research. Using this framework, the committee developed a guide for chemists to use in the design, implementation, and evaluation of their public communication efforts.
Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts
This report provides guidance for schools and districts on how best to support teachers’ learning and how to implement successful programs for professional development. The report makes actionable recommendations for science teachers’ learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach.
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