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Product Identifiers
PublisherOxford University Press, Incorporated
ISBN-100192867199
ISBN-139780192867193
eBay Product ID (ePID)10057246240
Product Key Features
Number of Pages224 Pages
Publication NameWhy We Teach Science : (And Why We Should)
LanguageEnglish
SubjectGeneral, Public Policy / Social Security, Religion & Science
Publication Year2023
TypeTextbook
Subject AreaReligion, Political Science, Science
AuthorJohn L. Rudolph
FormatHardcover
Dimensions
Item Height0.7 in
Item Weight15.2 Oz
Item Length8.8 in
Item Width5.7 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2022-942572
Dewey Edition23
Reviews"Science education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society." -- Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It"In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively." -- Glenn Branch, deputy director, National Center for Science Education"This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people." -- Jonathan Osborne, Graduate School of Education, Stanford University"Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clich´es of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need." -- Adam Laats, author of Fundamentalist U and Creationism USA"In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call." -- Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco"What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others." -- Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind"A timely book by one of the country's best and most interesting thinkers about the history and current practice of science." -- Ethan Hutt, University of North Carolina"There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have." -- John Settlage, University of ConnecticutThe topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully." -- Andy Zucker, Concord Consortium (retired)"In a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present." -- Choice, "Science education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society." -- Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It "In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively." -- Glenn Branch, deputy director, National Center for Science Education "This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people." -- Jonathan Osborne, Graduate School of Education, Stanford University "Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clichés of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need." -- Adam Laats, author of Fundamentalist U and Creationism USA "In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call." -- Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco "What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others." -- Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind "A timely book by one of the country's best and most interesting thinkers about the history and current practice of science." -- Ethan Hutt, University of North Carolina "There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have." -- John Settlage, University of Connecticut The topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully." -- Andy Zucker, Concord Consortium (retired), A timely book by one of the country's best and most interesting thinkers about the history and current practice of science., "Science education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society." -- Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It"In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively." -- Glenn Branch, deputy director, National Center for Science Education"This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people." -- Jonathan Osborne, Graduate School of Education, Stanford University"Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clich'es of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need." -- Adam Laats, author of Fundamentalist U and Creationism USA"In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call." -- Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco"What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others." -- Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind"A timely book by one of the country's best and most interesting thinkers about the history and current practice of science." -- Ethan Hutt, University of North Carolina"There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have." -- John Settlage, University of ConnecticutThe topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully." -- Andy Zucker, Concord Consortium (retired)"In a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present." -- Choice, "Science education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society." -- Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It "In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively." -- Glenn Branch, deputy director, National Center for Science Education "This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people." -- Jonathan Osborne, Graduate School of Education, Stanford University "Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clichés of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need." -- Adam Laats, author of Fundamentalist U and Creationism USA "In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call." -- Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco "What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others." -- Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind "A timely book by one of the country's best and most interesting thinkers about the history and current practice of science." -- Ethan Hutt, University of North Carolina "There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have." -- John Settlage, University of Connecticut The topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully." -- Andy Zucker, Concord Consortium (retired) "In a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present." -- Choice, "Science education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society." -- Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It"In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively." -- Glenn Branch, deputy director, National Center for Science Education"This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people." -- Jonathan Osborne, Graduate School of Education, Stanford University"Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clichés of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need." -- Adam Laats, author of Fundamentalist U and Creationism USA"In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call." -- Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco"What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others." -- Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind"A timely book by one of the country's best and most interesting thinkers about the history and current practice of science." -- Ethan Hutt, University of North Carolina"There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have." -- John Settlage, University of ConnecticutThe topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully." -- Andy Zucker, Concord Consortium (retired)"In a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present." -- Choice
Dewey Decimal507.1073
Table Of ContentIntroductionWhat We Say1. The Reasons We Teach ScienceWhat We Do2. The Science Education We Have3. Should We Be Training More Scientists? The Numbers Say No4. The Failure of Scientific Literacy5. How Well Does the Science Education We Have Actually Work?6. Science Education for Better Thinking and the Limits of "Doing" ScienceWhat We Need7. Science Education for Building Public Trust8. How to Get There
SynopsisFew people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking?In Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn (or don't learn) in science classrooms and what research tells us about how people actually interact with science in their daily lives. The results will surprise you. Instead of more and more rigorous traditional science education to fill the STEM pipeline, Rudolph challenges us to think outside the box and makes the case for an expansive science education aimed instead at rebuilding trust between science and the public -- something we desperately need in our current era of impending natural challenges and science denial., In Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn., Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? In Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn (or don't learn) in science classrooms and what research tells us about how people actually interact with science in their daily lives. The results will surprise you. Instead of more and more rigorous traditional science education to fill the STEM pipeline, Rudolph challenges us to think outside the box and makes the case for an expansive science education aimed instead at rebuilding trust between science and the public -- something we desperately need in our current era of impending natural challenges and science denial., Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? In Why We Teach Science (and Why We Should) , former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn (or don't learn) in science classrooms and what research tells us about how people actually interact with science in their daily lives. The results will surprise you. Instead of more and more rigorous traditional science education to fill the STEM pipeline, Rudolph challenges us to think outside the box and makes the case for an expansive science education aimed instead at rebuilding trust between science and the public -- something we desperately need in our current era of impending natural challenges and science denial.
LC Classification NumberQ183.3.A1
Bewertungen und Rezensionen
Relevanteste Rezensionen
- 06. Dez. 2023
A fearless expose of our nation's failure to increase scientific expert careers, even with enormous investment.
Rudoph is a fearless expert, not led by anyone's views but his own. He had extensive experience in classrooms before becoming an academic science director at a Big Ten school with its strong reputation for scholarship. His statistics used to show his fears about science education in the United States are seldom seen elsewhere and paint a sobering picture most readers would not want to believe. Most government and foundation directors would also not want to believe them, but these statistics are solidly grounded, as Rudoph shows.. Some readers, like myself, have had academic careers in fields outside the hard sciences of Rudoph's book, but still understand the central importance of science for the average citizen -- one special focus of Rudoph's analysis -- and the central importance for the country's global roles, his other focus. We can not get this kind of insider view from journalists or government spokespersons. It has to come from fearless experts, and Rudoph provides it very clearly in his book.Bestätigter Kauf: JaArtikelzustand: Gebraucht
