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dc.contributor.authorKemp, Andrew Carl
dc.date.accessioned2014-03-05T16:07:00Z
dc.date.available2014-03-05T16:07:00Z
dc.date.issued2002-05
dc.identifier.otherkemp_andrew_c_200205_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/kemp_andrew_c_200205_phd
dc.identifier.urihttp://hdl.handle.net/10724/29564
dc.description.abstractThis interpretive research study compares nine university science educators’ views on the goal of scientific literacy, the aim that currently predominates much of science education in the United States. Personal interview data are analyzed using the constant comparative method of grounded theory research. A matrix-style model is derived to classify the participants’ views on scientific literacy. Along one axis of the model lies the Conceptual, Procedural, and Affective elements or attributes that participants believe are necessary in scientifically literate people. Along another axis lies the rationales or purposes that participants espouse for the goal, which vary according the scale to which they are to be applied, and the extent to which they apply to practical uses for scientific literacy. I show that by simultaneously examining the rationales and elements, the participants’ views can be classified into three separate groups, which I call the ‘Practical,’ ‘Personal,’ and ‘Formal’ views of scientific literacy. The main conclusion of the study is that these three views on scientific literacy have implications for competing policies, programs, and practices in science education. If this diversity of views on scientific literacy exists more widely among science educators, then it is potentially hindering efforts to improve the teaching and learning of science in the United States.
dc.languageScience educators' competing views on the goal of scientific literacy
dc.publisheruga
dc.rightspublic
dc.subjectScientific literacy
dc.subjectScience literacy
dc.subjectLiteracy in science
dc.subjectScience education
dc.subjectHistory of science education
dc.subjectScience educators
dc.subjectPublic understanding of science
dc.subjectInterpretive research in science education
dc.subjectRationales for science education
dc.titleScience educators' competing views on the goal of scientific literacy
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentScience Education
dc.description.majorScience Education
dc.description.advisorThomas R. Koballa, Jr.
dc.description.committeeThomas R. Koballa, Jr.
dc.description.committeeShawn Glynn
dc.description.committeeDavid Jackson
dc.description.committeeJ. Steve Oliver
dc.description.committeeDeborah Tippins


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