Arthur Camins said:
Despite inducements to change, and a half-century of research-based consensus that students would be well served by more active learning and less lecture and memorization, the latter practices are still ubiquitous. While we remain the world’s leading generator of science and engineering innovation, far too many Americans lack sufficient understanding of the foundational principles of the scientific investigations and engineering designs that have improved our lives.
As a result, they are unable to fully engage in informed participation in debates about such critical issues as climate change, sustainable development and genetic engineering…
the case for a substantial change in what happens in science classrooms. It wants students not to simply memorize what scientists already know but engage in the practices of scientists and engineers in order to understand – and potentially participate in – figuring out and explaining the natural world. Decades of learning science research suggest that this approach is far more likely to result in durable, usable knowledge. This learning includes developing the expertise to evaluate whether scientific explanations and arguments are supportable, refutable or in need of revision.
The third important idea is that scientific literacy is not just specialized knowledge for the gifted few or those who choose science or engineering as a career, but essential for life and citizenship.
Image credit: Science Is You, Krissy Venosdale