Science standards do address scientific literacy
A reply to Zucker and Noyce
Bibliographic Data
| ID | 21369647 |
|---|---|
| Authors | Eric Brunsell, Kevin Anderson (0000-0002-2362-273X), Kelly Steiner, Tom Anfinson |
| Year | 2020 |
| Volume | 102 |
| Issue | 2 |
| Pages | 50-51 |
| Publication date | 2020-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720963232 |
| OpenAlex | W3087212903 |
| Language | EN |
In their article, “Lessons from the pandemic about science education,” Andrew Zucker and Pendred Noyce stress the importance of students making sense of the world around them and use the COVID-19 pandemic as a call to change the Next Generation Science Standards (NGSS) to better address important elements of science literacy. In this response, Eric Brunsell, Kevin Anderson, Kelly Steiner, and Tom Anfinson note that they agree about the importance of science literacy but explain that Zucker and Noyce misrepresent the NGSS
Academic standards · Coronavirus disease 2019 (COVID-19) · Higher education · Literacy · Mathematics education · Next Generation Science Standards · Pandemic · Pedagogy · Political science · Science education · Scientific Literacy · Sociology · Education and Critical Thinking Development · Law · Medicine · Psychology
| Highly cited | No |
|---|