000			04058cam a2200649Ma 4500
001			ocm44961777
003			OCoLC
005			20190114101359.0
006			m o d
007			cr cn|||||||||
008			000807s1995 nju ob 001 0 eng d
040			_aN$T _beng _epn _cN$T _dOCL _dOCLCQ _dMUQ _dOCLCQ _dYDXCP _dOCLCG _dOCLCQ _dTUU _dOCLCQ _dTNF _dOCLCQ _dOCLCF _dP4I _dNHA _dNLGGC _dOCLCO _dOCLCQ _dMWM _dJBG _dSAV _dQT7 _dLUE _dVTS _dCEF
019			_a649210896 _a758932451 _a961682666 _a962633415
020			_a0585080224 _q(electronic bk.)
020			_a9780585080222 _q(electronic bk.)
020			_z0813521963
029	1		_aAU@ _b000051397097
029	1		_aDEBBG _bBV043079472
029	1		_aDEBSZ _b422557692
029	1		_aGBVCP _b800629396
035			_a(OCoLC)44961777 _z(OCoLC)649210896 _z(OCoLC)758932451 _z(OCoLC)961682666 _z(OCoLC)962633415
043			_an-us---
050		4	_aQ183.3.A1 _bS45 1995eb
072		7	_aSCI _x063000 _2bisacsh
082	0	4	_a507.1/073 _220
049			_aMAIN
100	1		_aShamos, Morris H. _q(Morris Herbert), _d1917-
245	1	4	_aThe myth of scientific literacy / _cMorris H. Shamos.
260			_aNew Brunswick, N.J. : _bRutgers University Press, _c�1995.
300			_a1 online resource (xviii, 261 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
504			_aIncludes bibliographical references (pages 239-251) and index.
520			_aWhy do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science.
520	8		_aShamos advocates instead a practical science education curriculum that grants the impossibility of every American's learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technology's impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues.
588	0		_aPrint version record.
590			_aOCLC _bWorldCat Holdings
590			_aeBooks on EBSCOhost _bAll EBSCO eBooks
650		0	_aScience _xStudy and teaching _zUnited States.
650		0	_aLiteracy _zUnited States.
650		6	_aSciences _x�Etude et enseignement _z�Etats-Unis.
650		6	_aCulture scientifique et technique _z�Etats-Unis.
650		7	_aSCIENCE _xStudy & Teaching. _2bisacsh
650		7	_aLiteracy. _2fast _0(OCoLC)fst00999859
650		7	_aScience _xStudy and teaching. _2fast _0(OCoLC)fst01108387
651		7	_aUnited States. _2fast _0(OCoLC)fst01204155
650	1	7	_aNatuurwetenschappen. _2gtt
650	1	7	_aOnderwijs. _2gtt
655		4	_aElectronic books.
655		7	_aElectronic books. _2local
776	0	8	_iPrint version: _aShamos, Morris H. (Morris Herbert), 1917- _tMyth of scientific literacy. _dNew Brunswick, N.J. : Rutgers University Press, �1995 _z0813521963 _w(DLC) 94041057 _w(OCoLC)31604703
856	4	0	_uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=17727
938			_aEBSCOhost _bEBSC _n17727
938			_aYBP Library Services _bYANK _n2305011
994			_a92 _bGRPAT
999			_c138941 _d138941