ARTICLES ABOUT SCIENCE LITERACY

The polarizing impact of science literacy and numeracy on perceived climate change risks
Dan M. Kahan, Ellen Peters, Maggie Wittlin, Paul Slovic, Lisa Larrimore Ouellette,Donald
Braman & Gregory Mandel

Abstract
This result suggests that public divisions over climate change stem not from the public’s incomprehension
of science but from a distinctive conflict of interest: between the personal interest individuals have in
forming beliefs in line with those held by others with whom they share close ties and the collective one
they all share in making use of the best available science to promote common welfare.

Supporting Students in Developing Literacy in Science

Joseph S. Krajcik, LeeAnn M. Sutherland

Abstract
Reading, writing, and oral communication are critical literacy practices for participation in a global society.
In the context of science inquiry, literacy practices support learners by enabling them to grapple with
ideas, share their thoughts, enrich understanding, and solve problems. Here we suggest five instructional
and curricular features that can support students in developing literacy in the context of science: (i) linking
new ideas to prior knowledge and experiences, (ii) anchoring learning in questions that are meaningful in
the lives of students, (iii) connecting multiple representations, (iv) providing opportunities for students to
use science ideas, and (v) supporting students’ engagement with the discourses of science. These five
features will promote students’ ability to read, write, and communicate about science so that they can
engage in inquiry throughout their lives.

The science/technology interaction: Implications for science literacy

Fernando Cajas

Abstract
To explore these questions, this article begins with a brief history of technology education as it relates to
science education and discusses how new conceptions of science and technological literacy are moving
beyond the dichotomies that formerly characterized the relationship between science and technology
education. It describes how Benchmarks for Science Literacy, the National Science Education Standards,
and the Standards for Technological Literacy have been making a case for introducing technology studies
into general education. The article also examines how research can provide guides for potential
interactions between science and technology and concludes with reflections on the changes needed, such
as the creation of curriculum models that establish fruitful interactions between science and technology
education, for students to attain an understanding of technology.

Submitted by:
BILLONES JUDY ANN Z.
BSE-4B
Submitted to:
Mr. KENNEDY A. BELTRAN
Professor