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Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

Department of Teaching & Learning, Georgia Southern University, P.O. Box 8134 Statesboro, GA 30458, USA
Educ. Sci. 2018, 8(1), 12; https://doi.org/10.3390/educsci8010012
Received: 5 November 2017 / Revised: 4 January 2018 / Accepted: 6 January 2018 / Published: 12 January 2018
(This article belongs to the Special Issue Science Education)
It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field. View Full-Text
Keywords: evolution; misconceptions; nature of science; science education; science literacy; undergraduate evolution; misconceptions; nature of science; science education; science literacy; undergraduate
MDPI and ACS Style

Glaze, A.L. Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science. Educ. Sci. 2018, 8, 12.

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