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:
“Success and failure in our own national economy will hang upon the degree to which we are able to work with races and nations whose social order and whose behavior and attitudes are strange to us.”
—Ruth Benedict (1887–1948)
“For the most part we think that there are few degrees of sublimity, and that the highest is but little higher than that which we now behold; but we are always deceived. Sublimer visions appear, and the former pale and fade away.”
—Henry David Thoreau (1817–1862)
“The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.”
—Maria Montessori (1870–1952)