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:
“To him whose elastic and vigorous thought keeps pace with the sun, the day is a perpetual morning. It matters not what the clocks say or the attitudes and labors of men. Morning is when I am awake and there is a dawn in me.”
—Henry David Thoreau (1817–1862)
“There’s not one part of his physical being that’s like that of human beings. From his warped brain down to the tiniest argumentative cell of his huge carcass, he’s unearthly.”
—Willis Cooper. Rowland V. Lee. Wolf von Frankenstein (Basil Rathbone)
“Theology, I am persuaded, derives its initial impulse from a religious wavering; for there is quite as much, or more, that is mysterious and calculated to awaken scientific curiosity in the intercourse with God, and it [is] a problem quite analogous to that of theology.”
—Charles Sanders Peirce (1839–1914)