Rethinking Scientific Literacy: 1st Edition (Paperback) book cover

Rethinking Scientific Literacy

1st Edition

By Wolff-Michael Roth, Angela Calabrese Barton


240 pages | 14 B/W Illus.

Purchasing Options:$ = USD
Paperback: 9780415948432
pub: 2004-01-26
Hardback: 9780415948425
pub: 2004-02-17
eBook (VitalSource) : 9780203463918
pub: 2004-05-01
from $30.98

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Rethinking Scientific Literacy presents a new perspective on science learning as a tool for improving communities. By focusing on case studies inside and outside of the classroom, the authors illuminate the relevance of science in students' everyday lives, offering a new vision of scientific literacy that is inextricably linked with social responsibility and community development. The goal if not tote memorization of facts and theories, but a broader competency in scientific thinking and the ability to generate positive change.


"In a series of detailed and personal case studies from around the world, Wolff-Michael Roth and Angela Barton show what happens if we rethink what we mean by 'science literacy.' This rethinking, which focuses on how real people use scientific knowledge in their daily lives, has profound implications for education and for society at large. The authors draw on a wide range of disciplines, reflecting current debates in politics, sociology, philosophy of science, education, and other fields--as well as the literature of native peoples, modern poetry, and a host of other sources. Scholars, policy-makers, and citizens will be responding to this book for many years." -- Bruce V. Lewenstein, Associate Professor of Science Communication, Cornell University

"Two of the world's leading scholars in science education combine to produce a book that takes a fresh look at scientific literacy. The book encourages researchers, teacher educators, and policy makers to set aside deficit perspectives on teachers and students and to connect formal science curricula to funds of knowledge that are developed in fields away from classrooms. This book invites us to examine science education in relation to social justice and identify hegemonies that create and maintain success and failure along the borders of race, ethnicity, and class." -- Kenneth Tobin, Distinguished Professor of Urban Education, City University of New York

About the Authors

Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science and Science Education, University of Victoria.

Angela Calabrese Barton is Associate Professor of Science Education and Director of Science Education, Department of Math, Science, and Technology, Teachers College, Columbia University.

About the Series

Critical Social Thought

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Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Teaching Methods & Materials / Mathematics
EDUCATION / Teaching Methods & Materials / Science & Technology