Scientific literacy: Charting the terrains of a multifaceted enterprise

Canadian Journal of Science, Mathematics and Technology Education

Volumn 2, Issue 2, 2002, Pages 151-176

  Law, Nancy ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011486589     PISSN: 14926156     EISSN: 19424051     Source Type: Journal    
DOI: 10.1080/14926150209556507     Document Type: Article

References (6)

1. Fensham, P.J. (2002). Time to change drivers for scientific literacy. Canadian Journal of Science, Mathematics and Technology Education, 2, 9-24.
2. Jenkins, E.W. (Ed.). (1997). Scientific and technological literacy for citizenship: What can we learn from the research and other evidence? Oslo: Norwegian Institute for Studies in Research and Higher Education.
3. Law, N., Fensham, P.J., Li, S., & Wei, B. (2000). Public understanding of science as basic literacy. In R.T. Cross & P.J. Fensham (Eds.), Science and the citizen, Melbourne Studies in Education, 4(2), 145-155.
4. Layton, D., Jenkins, E., Macgill, S. & Davey, A. (1993). Inarticulate science? Perspectives on the public understanding ofscience and some implicationsfor science education. Driffield: Studies in Science Education.
5. Shamos, M. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
6. Solomon, J., & Aikenhead, G. (Ed.). (1994). STS education: International perspectives on reform. New York: Teachers College Press.