APS March Meeting 2010
Volume 55, Number 2
Monday–Friday, March 15–19, 2010;
Portland, Oregon
Session Q6: Science Literacy, the Nature of Science and Religion
11:15 AM–2:15 PM,
Wednesday, March 17, 2010
Room: Portland Ballroom 253
Sponsoring
Unit:
FEd
Chair: Lawrence Woolf, General Atomics
Abstract ID: BAPS.2010.MAR.Q6.1
Abstract: Q6.00001 : The Development of Civic Scientific Literacy in the United States
11:15 AM–11:51 AM
Preview Abstract
Abstract
Author:
Jon Miller
(Michigan State University)
Civic scientific literacy (CSL) refers to the ability to read and
make sense of scientific constructs presented at the level found
in the Tuesday \textit{New York Times} or to view and make sense
of scientific explanations at the level presented in a Nova
television show. The CSL index is content neutral (individuals
who accept climate change and individuals who have doubts about
it could demonstrate an acceptable of scientific literacy by
demonstrating a command of the basic scientific constructs that
underlie these arguments) and source neutral (print, broadcast,
Internet, museums, or other sources).
This paper utilizes data from the 2008 cycle of the Longitudinal
Study of American Youth (LSAY) to identify the factors associated
with the development of CSL in young adults in their mid 30's.
Building on more than two decades of national cross-sectional
studies of CSL in the United States (Miller, 1983, 1987, 1995,
1998, 2000, 2001, 2004, 2010), this analysis uses a set of
structural equation models to examine the relative influence of
home and parental factors, pre-college science and mathematics
courses, college-level science and mathematics courses, work
experiences, religious beliefs, and involvement in scientific and
technological issues in the political arena on the development of
CSL. The results confirm the importance of college science
courses - especially for non-STEMM majors - in the development of
CSL. The results indicate that college science courses are
valuable for college non-STEMM majors because of (1) the
substantive content understanding produced by the course
experience and (2) the utility of a command of these basic
constructs in making sense of current and policy-relevant science
information in more sophisticated public media.
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References:
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Miller, J.D. 1983. Scientific Literacy: A Conceptual and
Empirical Review. \textit{Daedalus} 112(2):29-48.
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Miller, J.D. 1987. Scientific Literacy in the United States. In
Evered, D. \& M. O'Connor (Eds.), \textit{Communicating Science
to the Public}. London: Wiley.
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Miller, J.D. 1995. Scientific Literacy for Effective Citizenship.
In R.E. Yager (Ed.), \textit{Science/
Technology/Society as Reform in Science Education}. New York:
State University Press of New York.
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Miller, J.D. 1998. The Measurement of Civic Scientific Literacy.
\textit{Public Understanding of Science}, 7:1-21.
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Miller, J.D. 2000. The Development of Civic Scientific Literacy
in the United States, in Kumar, D.D. \& Chubin, D. (Eds.),
\textit{Science, Technology, and Society: A Sourcebook on
Research and Practice}. New York: Plenum Press. Pp. 21-47.
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Miller, J.D. 2001. The Acquisition and Retention of Scientific
Information by American Adults, in Falk, J.H. (Ed.),
\textit{Free-Choice Science Education}. New York: Teachers
College Press. Pp. 93-114.
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Miller, J.D. 2004. Public understanding of, and attitudes toward
scientific research: what we know and what we need to know.
\textit{Public Understanding of Science} 13:273-294.
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Miller, J.D. 2010 [in press]. The conceptualization and
measurement of civic scientific literacy for the 21st century.
In, Hildebrand, J. G. and Meinwald, J. (Eds.), \textit{Science in
the Liberal Arts Curriculum}. Cambridge, MA: American Academy of
Arts and Sciences.
To cite this abstract, use the following reference: http://meetings.aps.org/link/BAPS.2010.MAR.Q6.1