Benchmarks for Science Literacy 2v: Science for All Americans Set [Paperback]

Oxford University Press (Author), American Association for the Advancement (Author)

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About the Author

The American Association for the Advancement of Science (AAAS) is an organization that promotes cooperation between scientists, defends scientific freedom, encourages scientific responsibility and supports scientific education for the betterment of all humanity.

Product Details

• Paperback
• Publisher: Oxford University Press (January 1994)
• Language: English
• ISBN-10: 0195091108
• ISBN-13: 978-0195091106
• Product Dimensions: 9.1 x 9 x 1.3 inches
• Shipping Weight: 3.8 pounds (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #3,251,326 in Books (See Top 100 in Books)

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3 of 3 people found the following review helpful:

4.0 out of 5 stars The AAAS answer to "how do we implement science literacy", June 2, 2000

By 

K. L Sadler "Dr. Karen L. Sadler" (Freedom, Pa. USA) - See all my reviews
(VINE VOICE)    (REAL NAME)   

This review is from: Benchmarks for Science Literacy 2v: Science for All Americans Set (Paperback)

This book is the follow-up book to Science for All Americans. It is a good book with some well-written and well-addressed ideas on implementation of science literacy. Some chapters are better than others in addressing the topics raised. An example is the first chapter is about Equity in Science Education. This time the AAAS did include the disabled/deaf in their concern about equity. Yet the chapter concerned itself mostly with women and racial minorities. In fact, if you look at the references in the back of the chapter, you can see that the AAAS didn't know quite what to do or say about disabled students in classrooms, just that someone needed to make science more equitable. There were 40+ references for women, 70+ references concerned with racial minorities, and only 14 references concerning people with disabilities (and most of these were concerned with learning disabilities). This left the chapter lopsided, and certainly did not give any useful information for special or regular educators who are looking for assistance in how to teach science and math to students with disabilities who are in their regular classrooms. With the push for inclusion (a social, not educational movement), the AAAS needs to address equity for these students. They have yet to do so, and still, they have their own resource directory of scientists and engineers with disabilities. The question is why they didn't ask them to become involved in this chapter and others which affect those with disabilities trying to make it in science? This book has its uses, but has many faults and exclusions which need to be addressed again by the AAAS. It is my hope as a Deaf scientist and educator that they will rethink their chapters to give more useable ideas, make it more equitable, and spout less rhetoric in future publications. Karen Sadler, Science Education, University of Pittsburgh, [e-mail]