Educational influences on science literacy
Undoubtedly, we can recognize the ways in which our level and quality of education can influence our current knowledge and understanding of the phenomena around us. This does not only apply when science is the subject at hand; English, mathematics, history, and foreign languages all are broken down into distinct levels, requiring the completion of one in order to advance to the next. Under this context, however, we will focus specifically on science education in America, examining how the system contributes to the current climate of modern science literacy.
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Recent studies show dissatisfaction with the American public schools system, higher educated adults score better on science questions
Recent studies conducted by Pew Research Center revealed high dissatisfaction with K-12 American education in STEM fields, despite having positive views towards American contributions to scientific achievements and quality of medical treatment (Funk & Goo, 2020). The figure to the right shows that only 29% of American adults consider the United States to have the best K-12 STEM education in the world, while only 16% of American Association for the Advancement of Science (AAAS) scientists have the same opinion. The majority of the public (71%) rank K-12 STEM education at or below average, while 84% of AAAS scientists also put K-12 STEM education at or below the worldly average. The opinions of the public definitely matter, however, it is most valuable to consider the perspectives of those who contribute to and thoroughly understand the scientific world- those who are scientists of the American Association for the Advancement of Science.
Figure 6. General public versus AAAS scientists' opinion on scientific quality (Funk & Goo, 2020).
These AAAS scientists say that "too little STEM education" is the major cause behind
the limited scientific knowledge that the American public possesses (Funk & Goo, 2020).
Further research conducted by the PEW Research Center proves education to be a significant factor influencing the results of their own surveys conducted. In this study, 12 questions were asked to the sample population, all with varying demographic backgrounds. When examining the mean number of correct answers within each category of completed education, those with post- graduate degrees responded correctly on an average of 9.5 of the 12 questions (Funk & Goo,2020). Those with college degrees (Bachelors degrees) answered an average of 9.1 correctly, while those with some college education averaged 8.2 questions correctly, and those with high school level education or less responded correctly to an average of 6.8 of the 12 questions (Funk & Goo, 2020).
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While this research does not directly link completed education towards scientific understanding, it certainly provides an area of questioning when examining science literacy. As mentioned before, AAAS scientists argue that low science literacy rates in America are a result of poor K-12 STEM education. Let's consider other factors linking education to current science literacy rates.
Considerations: Educational (K-12) Implications on Science Literacy
Memorization in science- based education
One factor deserving examination is the way in which students are expected to memorize and recite scientific teachings and facts. Students are not taught broad, memorable concepts, however, they are taught the steps of biological pathways, the layers of the earth's core, and the individual bones that compromise the human body. The details become difficult for children to retain, and resultantly, difficult to apply back to the real world. As a student myself, one frustration expressed by fellow students stands out: "Why do I need to know this? It's not like I'd ever use this in real life"? And while education is essential to improving science literacy, we need to consider the ways in which science education is taught, and therefore, related back to real life. If there were a greater focus on general, broad concepts, it's more likely that students would remember and utilize this information throughout the course of their lives instead of viewing the details as components of a class to memorize and then forget.
State testing and curriculum
If you weren't already aware, public schools are funded by the state and therefore, follow the state's requirements on curriculum and testing. This creates a standard- an expectation of what teachers should teach and what students should learn. According to an article by Andrew Zucker, published for the National Science Teaching Association, many K-12 educators do not teach by the. book. He explains that "they do not believe that state science education standards, high- stakes tests, or textbooks offer complete answers for teachers and students" (2021). Science evolves, society evolves, and the needs of students and educators evolve as well. This concept ties back into our last discussion pertaining to memorization of science education. Standards for curriculum and goals for state- testing scores heavily influence which lessons are taught, as well as the ways they are taught. Educators often lack a say in these matters. Their opinions on this subject should be considered, as they are the ones who spend the time in the classrooms with these students and are able to monitor their progress and level of understanding. It may be time to revisit science curriculum standards in the K-12 environment and adjust the current ways in which education is done.
Lack of exposure in societal and personal contexts
The COVID- 19 pandemic brought science to the surface in ways that it usually is not. In all parts of our daily lives, we were hearing from the CDC, the FDA. We were told to wear masks, to get vaccinated. We were informed on mortality rates, hospitalizations, and contact tracing. Scientific information was being shared all around us, and for some, this was the most exposure they had received to science data in awhile. Zucker argues that students should be exposed to scientific agencies and institution and their influence on both individuals and society as a whole (2021). Future voters of America, he points out, should understand science in a personal and societal context, separate from political implications or parental opinions. If children were taught about who the Centers for Disease Control and Prevention is and what they do, it probably would not change the world. It would, however, give students and young adults awareness of the influence that scientific institutions play in the wellbeing of their self and their communities. Under Real World Implications on this website, we will discuss the significance of this further.
Connecting science literacy to other forms of literacy
Andrew Zucker suggests another reason for educational practices influencing science literacy. He suggests that non- fiction reading should be more encouraged, arguing that science literacy will flourish only when people continue to read about science after school requires them to do so (2021). He suggests that giving students the resources on how to read and interpret scientific readings, synthesize the information, and then present or discuss their findings could influence the ways in which students and children view the importance of science information, as well as their ability to continue these practices throughout their lives. Additionally, he suggests that an emphasis should be placed on media literacy in order to combat misinformation (2021). These days, children spend much time on social media, where fake news and misleading information are often shared. Students should be taught how to analyze a source and decide if it's reliable, as well as judging whether or not the information they may be exposed to is factual and trustworthy. This prevents misinformation from spreading, but in the grand scheme of things, provides the opportunity for children to learn how to read science news and decipher what is factual and what is not.