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Investigating public science interest and understanding: evidence for the importance of free-choice learning

机译：研究公共科学的兴趣和理解：自由选择学习的重要性的证据

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Historically, most of the focus of science education has been on pre-college and college level schooling. Although some of the public's interest and knowledge about science is unquestionably shaped by compulsory schooling, given that the average adult spends only a fraction of their life participating in some kind of formal schooling, we argue that the contribution of school-based science learning to the long-term public understanding of science is limited, particularly for the majority of Americans who do not go on to post-secondary schooling. This article shows that the majority of the public constructs much of its understanding of science over the course of their lives, gathering information from many places and contexts, and for a diversity of reasons. A random telephone survey of Los Angeles, California residents found that nearly half (43 percent) of the public's self-reported science understanding derives from leisure time, free-choice learning; science understanding was primarily acquired for reasons related to personal interest, need and/or curiosity. The conclusion drawn from this preliminary investigation is that future efforts to understand and support the public's understanding of science will require approaches that take into account individual differences and the unique personal and context-specific nature of knowledge; findings also support the value of asset-based approaches to education which build from strengths rather than dwelling upon deficits.
机译：从历史上看，科学教育的大部分重点一直放在大学预科和大学教育上。尽管义务教育无疑会影响公众对科学的兴趣和知识，但鉴于成年人平均只有一生的一小部分参加某种形式的正规教育，因此我们认为基于学校的科学学习对义务教育的贡献。公众对科学的长期了解是有限的，特别是对于大多数不接受中学后教育的美国人而言。本文表明，大多数公众在其一生中都建立了对科学的大部分理解，并出于多种原因从许多地方和环境中收集信息。一项针对加利福尼亚州洛杉矶市居民的随机电话调查发现，公众自我报告的科学理解中，将近一半（43％）来自闲暇时间，自由选择的学习；对科学的了解主要是出于与个人兴趣，需求和/或好奇心相关的原因。这项初步调查得出的结论是，未来为理解和支持公众对科学的理解而进行的努力将需要采取一些方法，这些方法应考虑到个体差异以及知识的独特个人和特定于上下文的性质；研究结果还支持基于资产的教育方法的价值，这种方法基于优势而不是依靠赤字。

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