Elizabeth Finkel
Biographic Data
| ID | 4798606 |
|---|---|
| NAME | Elizabeth Finkel |
| GIVEN NAMES | Elizabeth |
| FAMILY NAME | Finkel |
| SIGNATURE | FINKEL E |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 1 |
Women's Science
Creating the Conditions for Scientific Literacy
This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the sc…
Strategies for model‐revision in a high school genetics classroom
Recent proposals to improve science education (e.g., AAAS, 1989; Rutherford & Ahlgren, 1990) have stressed the importance of providing high school students with a broad knowledge base consisting of a body of core concepts and theories. Science educators (Duschl, 1990; AAAS, 1989; Peterson & Jungck, 1988) have also argued that while concepts are an important part of any education, no student's scientific education can be considered complete withou…
Creating the Conditions for Scientific Literacy
This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the sc…
Strategies for model‐revision in a high school genetics classroom
Recent proposals to improve science education (e.g., AAAS, 1989; Rutherford & Ahlgren, 1990) have stressed the importance of providing high school students with a broad knowledge base consisting of a body of core concepts and theories. Science educators (Duschl, 1990; AAAS, 1989; Peterson & Jungck, 1988) have also argued that while concepts are an important part of any education, no student's scientific education can be considered complete withou…
Creating the Conditions for Scientific Literacy
This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow and conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the sc…
Women's Science
Mathematics education (3 works) · Psychology (3 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Biology (1 work) · Career Development and Diversity (1 work) · Computational biology (1 work) · Computer Science (1 work) · Diverse Educational Innovations Studies (1 work) · Education and Critical Thinking Development (1 work)