Rethinking scientific literacy standards

This thesis explores some of the implications of contemporary science studies for current science education reforms. The scientific literacy effort proposed by Project 2061 is described and criticized with regard to its educational and philosophical commitments. It is argued that a number of controversies involving science studies can aid students and educators in learning about science, education, and society. The educational ramifications of post-Kuhnian philosophy of science, sociology of science, constructivism, and hermeneutics are discussed, and it is argued that scientific literacy needs to be reconceptualized in order to take into account the understandings and debates of contemporary science studies.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Science and Technology Studies

Department dc:contributor.department

Science and Technology Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1995

Author dc:creator

• Dunlap, Daniel R.

Chair dc:contributor.committeechair

• Pitt, Joseph C.

Committee members dc:contributor.committeemember

• Clowes, Darrel A.
• Reeves, Barbara J.

• educational reforms

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-06102009-063350

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/43007