Skip to main content

Advertisement

SpringerLink
Log in

Unpacking the Relationship Between Science Education and Applied Scientific Literacy

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

Scientific literacy has many meanings: it can be thought of as foundational knowledge, foundational critical thinking skills, or the application of these two foundations to everyday decision making. Here, we examine the far transfer scenario: do increases in science education lead to everyday decision-making becoming more consistent with consensus scientific knowledge? We report on a large sample of employees of a mixed urban/rural county representing a diverse range of careers, who completed an anonymous survey about their environmental conservation actions at home, as well as their general education level and their science coursework. Across broad and narrow measures of science education, we find little impact on action. Possible causes of this failure of transfer and the implications for changes in science instruction are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • American Association for the Advancement of Science. (1989). Project 2061: science for all Americans. Washington: Author.

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Oxford: Oxford University Press.

    Google Scholar 

  • Anderson, R. D., Anderson, B. L., Varank-Martin, M. A., Romagnano, L., Bielenberg, J., Flory, M., Mieras, A. B., & Whitworth, J. (1994). Issues of curriculum reform in science, mathematics, and higher order thinking across the disciplines (Curriculum Reform Project Series 0-16-043073-9). Washington: U.S. Department of Education.

    Google Scholar 

  • Bahrick, H. P. (1984). Semantic memory content in permastore: fifty years of memory for Spanish learned in school. Journal of Experimental Psychology: General, 113(1), 1.

    Article  Google Scholar 

  • Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (2001). Guide for constructing self-efficacy scale (monograph). Stanford: Stanford University.

    Google Scholar 

  • Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473–498.

    Article  Google Scholar 

  • Bybee, R., & Fuchs, B. (2006). Preparing the 21st century workforce: a new reform in science and technology education. Journal of Research in Science Teaching, 43(4), 349–352.

    Article  Google Scholar 

  • Carroll, B., & Loumidis, J. (2001). Children’s perceived competence and enjoyment in physical education and physical activity outside of school. European Physical Education Review, 7(1), 24–43.

    Article  Google Scholar 

  • Conway, M. A., Cohen, G., & Stanhope, N. (1991). On the very long-term retention of knowledge acquired through formal education: twelve years of cognitive psychology. Journal of Experimental Psychology: General, 120(4), 395.

    Article  Google Scholar 

  • Crowell A., & Schunn, C. (2014). Scientifically literate action: Key barriers and facilitators across context and content. Public Understanding of Science, 23(6):718–33.

  • DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship with science education reform. Journal of Research in Science Teaching, 37(6), 582–601.

    Article  Google Scholar 

  • Durack, P. J., Wijffels, S., & Matear, R. J. (2012). Ocean salinities reveal strong global water cycle intensification during 1950 to 2000. Science, 336, 455–458.

    Article  Google Scholar 

  • Feinstein, N. (2010). Salvaging science literacy. Science Education, 95(1), 168–185.

    Article  Google Scholar 

  • Feinstein, N. (2012). Making sense of autism: progressive engagement with science among parents of young, recently diagnosed autistic children. Public Understanding of Science. doi:10.1177/0963662512455296. Published Online September, 5, 2012.

    Google Scholar 

  • Ford, M.J. (2015). A dialogic account of sense-making in scientific argumentation and reasoning. Cognition and Instruction.

  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.

    Article  Google Scholar 

  • Hurd, P. (2000). Science education for the 21st century. School Science and Mathematics, 100(6), 282.

    Article  Google Scholar 

  • Intergovernmental Panel on Climate Change. (2007a). Summary for policymakers. In S. Solomon, D. Qin, M. Manning, Z. Chen, M. Marquis, K. B. Averyt, M. Tignor, & H. L. Miller (Eds.), Climate change 2007: The physical science basis. Contribution of working group I to the fourth assessment report of the intergovernmental panel on climate change (pp. 1–18). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Intergovernmental Panel on Climate Change. (2007b). Summary for policymakers. In M. L. Parry, O. F. Canziani, J. P. Palutikof, P. J. van der Linden, & C. E. Hanson (Eds.), Climate change 2007: Impacts, adaptation and vulnerability. Contribution of working group II to the fourth assessment report of the intergovernmental panel on climate change (pp. 7–22). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Jenkins, E. (1999). School science, citizenship and the public understanding of science. International Journal of Science Education, 21, 703–710.

    Article  Google Scholar 

  • Kuhn, D. (2005). Education for thinking. Harvard: Harvard University Press.

    Google Scholar 

  • Miller, J. (1983). Scientific literacy: a conceptual and empirical review. Daedalus, 112, 29–48.

    Google Scholar 

  • Miller, J. (2004). Public understanding of, and attitudes toward, scientific research: what we know and what we need to know. Public Understanding of Science, 13, 273–294.

    Article  Google Scholar 

  • Miller, J. D. (2010). The conceptualization and measurement of civic scientific literacy for the 21st century. In Meinwald, J. and Hildebrand, J. G. (Eds.), Science and the Educated American: A core component of liberal education (pp. 241–255). Cambridge, MA: American Academy of Arts and Sciences.

  • National Center on Education, & the Economy (US). New Commission on the Skills of the American Workforce, & New Commission on the Skills of the American Workforce. (2007). Tough choices or tough times: the report of the new commission on the skills of the American workforce. San Francisco: Jossey-Bass.

    Google Scholar 

  • National Research Council. (1996). National science education standards: observe, interact, change, learn. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2000). Inquiry and the national science education standards. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2005). National Science Education Standards. Washington, DC: National Academy Press.

  • National Research Council. (2007). Taking science to school: learning and teaching science in grades K-8. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington: The National Academies Press.

    Google Scholar 

  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 37, 224–240.

    Article  Google Scholar 

  • OECD. (2006). Assessing scientific, reading and mathematical literacy: a framework for PISA 2006. Paris: OECD.

    Book  Google Scholar 

  • Peerson, A., & Saunders, M. (2009). Health literacy revisited: what do we mean and why does it matter? Health Promotion International, 24(3), 285–296.

    Article  Google Scholar 

  • Phillips, L. M., & Norris, S. P. (1999). Interpreting popular reports of science: what happens when the reader’s world meets the world on paper? International Journal of Science Education, 21, 317–327.

    Article  Google Scholar 

  • Rabin, R. C. (2012). Study finds sharp climb of diabetes in youth. New York Times. Retrieved October 8, 2012 from http://health.nytimes.com.

  • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 729–779). Mahwah: Erlbaum.

    Google Scholar 

  • Roschelle, J., Bakia, M., Toyama, Y., & Patton, C. (2011). Eight issues for learning scientists about education and the economy. The Journal of the Learning Sciences, 20(1), 3–49.

    Article  Google Scholar 

  • Schwab, J. (1962). The teaching of science as enquiry, the teaching of science (pp. 3–103). Cambridge: Harvard University Press.

    Google Scholar 

  • Semb, G. B., & Ellis, J. A. (1994). Knowledge taught in school: what is remembered? Review of Educational Research, 64(2), 253–286.

    Article  Google Scholar 

  • Sismondo, S. (2004). An introduction to science and technology studies. Malden: Blackwell Publishing.

    Google Scholar 

  • Sutman, F. X. (1996). Scientific literacy: a functional definition. Journal of Research in Science Teaching, 33, 459–460.

    Google Scholar 

  • Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change. Lexington: CreateSpace.

    Google Scholar 

Download references

Acknowledgments

This study was funded by a grant from the Gordon and Betty Moore Foundation to the Christian Schunn.

Author information

Authors and Affiliations

  1. Learning Research and Development Center, Office 816, Pittsburgh, PA, 15260, USA

    Amanda Crowell & Christian Schunn

Authors
  1. Amanda Crowell
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christian Schunn
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Amanda Crowell.

Appendix A: Example Question: Recycling

Appendix A: Example Question: Recycling

Recycling

  1. 1)

    How often do you recycle AT HOME?*

    • ( ) All the time

    • ( ) Most of the time

    • ( ) Sometimes

    • ( ) Rarely

    • ( ) Never

  2. 2)

    Please indicate how much you agree with each statement about recycling AT HOME. (Please place a check mark in one box for each row)*

     

    Strong agree

    Agree

    Disagree

    Strong disagree

    Recycling at home makes a big difference to environmental sustainability

    		    

    Recycling at home saves money

    		    

    Recycling at home is convenient

    		    

    Recycling at home sets a good example for others

    		    

    Recycling at home is a responsible thing to do

    		    
  3. 5)

    Imagine you are at a party where two people are arguing about the importance of recycling. One person says that recycling has NO long-term impact on environmental sustainability. You decide to do some research to figure out who is right.

    How sure are you that you have the science knowledge to understand what you read?*

    • ( ) Very Sure

    • ( ) Sure

    • ( ) Less sure

    • ( ) Not sure at all

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Crowell, A., Schunn, C. Unpacking the Relationship Between Science Education and Applied Scientific Literacy. Res Sci Educ 46, 129–140 (2016). https://doi.org/10.1007/s11165-015-9462-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-015-9462-1

Keywords

Search

Navigation