Prepared for what? Why teaching "Everyday Science" makes sense

Phi Delta Kappan

Volumn 90, Issue 10, 2009, Pages 762-766

  Feinstein, Noah ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350153189     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170909001017     Document Type: Article

References (13)

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4. Irwin, Alan, and Brian Wynne, eds. Misunderstanding Science? The Public Reconstruction of Science and Technology. Cambridge, U.K.: Cambridge University Press, 1996.
5. Jasanoff, Sheila, ed. States of Knowledge: The Co-Production of Knowledge and Order. New York: Routledge, 2005.
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8. Millar, Robin, and Jonathan Osborne, eds. Beyond 2000: Science Education for the Future. London: Kings College, 1998.
9. Osborne, Jonathan, and Justin Dillon. Science Education in Europe: Critical Reflections. London: Nuffield Foundation, 2008.
10. Rutherford, F. James, and Andrew Ahlgren. Science for All Americans. New York: Oxford University Press, 1990.
11. Traweek, Sharon. Beamtimes and Lifetimes: The World of High Energy Physicists. Cambridge, Mass.: Harvard University Press, 1998.
12. Wynne, Brian. "Misunderstood Misunderstandings: Social Identities and Public Uptake of Science." Public Understanding of Science 1, no. 3 (1992): 281-304.
13. Wynne, Brian. "May the Sheep Safely Graze? A Reflexive View of the Expert-Lay Knowledge Divide." In Risk, Environment and Modernity: Towards a New Ecology, ed. Scott Lash, Bronislaw Szerszynski, and Brian Wynne. Thousand Oaks, Calif.: Sage, 1996.