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Volume 4 Issue 3 (2009)

Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives

Paul J. Preczewski, Alexandra Mittler & John W. Tillotson

pp. 247-258   |  Article Number: ijese.2009.019
Published Online: July 10, 2009

Full text PDF Citation
APA 6th edition
In-text: (Preczewski, Mittler & Tillotson, 2009)
Your Bibliography: Preczewski, P.J., Mittler, A. & Tillotson, J.W. (2009). Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives . International Journal of Environmental and Science Education, 4(3), 247-258.
Harvard
In-text: (Preczewski, Mittler and Tillotson, 2009)
Your Bibliography: Preczewski, P., Mittler, A. and Tillotson, J. (2009). Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives . International Journal of Environmental and Science Education, 4(3), pp. 247-258.
Chicago 16th edition
In-text: (Preczewski, Mittler and Tillotson 2009)
Your Bibliography: Preczewski, Paul J., Alexandra Mittler and John W. Tillotson (2009). "Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives ". International Journal of Environmental and Science Education 4 (3):247-258.

Abstract

Scientific literacy is a major educational and political goal worldwide, yet the development and enhancement of scientific literacy is not well understood. In order to better understand scientific literacy at the level of everyday science meaning making and a person’s ability to address scientific questions and issues, this study reports on findings from semi-structured interviews of seven German and five American secondary students. This paper reports on these students’ conceptions of their science interactions in everyday life. By conducting the same interviews in the native languages of students representing two countries known for their emphasis on improving secondary science education’s scientific literacy enhancement, this research aims to learn from a cultural and contextual spectrum of science experiences. Our findings include two distinct themes independent of the educational setting. In addition, the research finds the recurrent and prevalent theme of German students’ practicing science in nature not mentioned by American students.

Keywords: scientific literacy, science education

References