The Impact of Science on Precollege Education

A Glancing Blow

Bibliographic Data

ID11277569
AuthorsF James Rutherford (American Association for the Advancement of Science, corresponding author)
Year1987
Volume9
Issue2
Pages297-310
Publication date1987-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueKnowledge (JOURNAL)
Journal identifiersISSN: 0164-0259 • E-ISSN: 2673-9585
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0164025987009002008
OpenAlexW2108040303
LanguageEN
Citations received1
References cited1

Education is one of the most important domains of the knowledge system. Science impacts the domain of education by affecting the content of educational programs and the processes by which the educational enterprise is conducted. Specific indicators of the impact of science on precollege education, when grouped in these two categories, suggest that schools have not been greatly affected by the findings of the social, behavioral, educational, and organizational sciences. Education does not display the high level of science intensity characteristic of some domains of the knowledge system (e.g., parts of industry), notwithstanding deliberate efforts by government agencies (e.g., the National Institute of Education and the National Science Foundation) to create new mediating structures expressly designed to link science to the content and conduct of education

Domain (mathematical analysis · Engineering ethics · Foundation (evidence · Government (linguistics · Pedagogy · Political science · Public relations · Science education · Science, technology, society and environment education · Social science education · Sociology · Educational Strategies and Epistemologies · Engineering · School Choice and Performance

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