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.
Read more about this topic: Scientific Literacy
Famous quotes containing the words attitudes, part and/or scientific:
“... he held it one of the prettiest attitudes of the feminine mind to adore a man’s pre- eminence without too precise a knowledge of what it consisted in.”
—George Eliot [Mary Ann (or Marian)
““Mustn’t grumble” was the most English of expressions. English patience was mingled inertia and despair. What was the use? But Americans did nothing but grumble! Americans also boasted. “I do some pretty incredible things” was not an English expression. “I’m fairly keen” was not American. Americans were showoffs—it was part of our innocence—we often fell on our faces; the English seldom showed off, so they seldom looked like fools.”
—Paul Theroux (b. 1941)
“A poet’s object is not to tell what actually happened but what could or would happen either probably or inevitably.... For this reason poetry is something more scientific and serious than history, because poetry tends to give general truths while history gives particular facts.”
—Aristotle (384–323 B.C.)