Attitudes As Part of Scientific Literacy
Attitudes about science can have a significant effect on scientific literacy. In education theory, understanding of content lies in the cognitive domain, while attitudes lie in the affective domain. Thus, negative attitudes, such as fear of science, can act as an affective filter and an impediment to comprehension and future learning goals. Studies of college students' attitudes about learning physics suggest that these attitudes may be divided into categories of real world connections, personal connections, conceptual connections, student effort and problem solving.
The decision making aspect of science literacy suggests further attitudes about the state of the world, one's responsibility for its well-being and one's sense of empowerment to make a difference. These attitudes may be important measures of science literacy, as described in the case of ocean literacy.
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Famous quotes containing the words attitudes, part and/or scientific:
“I happen to feel that the degree of a person’s intelligence is directly reflected by the number of conflicting attitudes she can bring to bear on the same topic.”
—Lisa Alther (b. 1944)
“We can never establish with certainty what part of our relations with others is the result of our emotions—love, antipathy, charity, or malice—and what part is predetermined by the constant power play among individuals.”
—Milan Kundera (b. 1929)
“All problems are finally scientific problems.”
—George Bernard Shaw (1856–1950)