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Science for All Americans Paperback – February 14, 1991

ISBN-13: 978-0195067712 ISBN-10: 0195067711 Edition: 2nd

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Science for All Americans + Benchmarks for Science Literacy (Benchmarks for Science Literacy, Project 2061) + National Science Education Standards
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Product Details

  • Paperback: 272 pages
  • Publisher: Oxford University Press; 2 edition (February 14, 1991)
  • Language: English
  • ISBN-10: 0195067711
  • ISBN-13: 978-0195067712
  • Product Dimensions: 9 x 0.6 x 6 inches
  • Shipping Weight: 1 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (6 customer reviews)
  • Amazon Best Sellers Rank: #408,416 in Books (See Top 100 in Books)

Editorial Reviews


"This text should be read by all pre-service and in service teachers, no matter what their major discipline. The content is relevant, readable, and addresses the issues that must be included in our science programs at all levels. If only current science texts were as succinct I am certain students would want to consider science and science-related courses."--Norman E. Dee, Lesley College

"The content of the text follows the title beautifully."--James M. Migaki, Washington State University

"Very good source for promoting thinking about the present and future of science in American society."--Duane Inman, Ph.D., Northwestern State University

"Excellent overview of issues for graduate students."--Dr. Catherine Commins, Louisiana State University

"An outline for comprehensive reform of science education that is based on a sound conceptual base." --Gerald Skoog, Texas Tech University

"Very readable."--Leo R. Finkenbinder, Southern Nazarene University

"Provides the type of background information needed by non-science majors who wish to teach. The principles and concepts discussed in this book form the information both parents and teachers should have. I would recommend this resource to beginning teachers, parents, older individuals who change careers to enter teaching, and others."--Marjorie W. Lee, Howard University

"Very clearly written....It provides an understandable rationale for scientific literacy but also provides clear, identifiable standards for teaching." --Reene Alley, College of Education, University of Akron

"An excellent presentation of basic science that should be required reading for all candidates for a teaching credential. It is clear, concise, and readable. Congratulations."--Walter F. Marshall, Point Loma Nazarene College

"A comprehensive report on how to reform the U.S. education system to provide students with adequate training in science, mathematics and technology. The authors focus on Project 2061, an initiative sponsored by the American Association for the Advancement of Science to increase children's scientific literacy and prepare them for the world that will exist when Halley's Comet returns in 2061. Includes recommendations about what future generations should know in these areas as well as specific reform suggestions."--Science News

About the Author

F. James Rutherford is Chief Education Officer of the American Association for the Advancement of Science and Director of Project 2061: Education for a Changing Future. He is the co-editor (with Margrete S. Klein) of Science Education in Global Perspective.

Andrew Ahlgren was Associate Director of Project 2061 and co-author (with Dr. Franz Halberg) of Cycles of Nature: An Introduction to Biological Rhythms.

Customer Reviews

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Most Helpful Customer Reviews

33 of 34 people found the following review helpful By David Dathe on April 29, 2000
Format: Paperback
"Science for All Americans" will appeal to two audiences: people who want to know something about science and science teachers. Written under the guidance of the American Association for the Advancement of Science, the text describes what the average citizen or student needs to know to be reasonably scientifically literate. Science literacy is not knowing pages of facts, theories or equations. The book's organization helps define the basic components of science literacy. Chapters 1-3 describe what science is about. This includes defining the activity called science, introducing the language of science--mathematics, and the tools of science--technology. Chapters 4-9 present the fundamental base of scientific knowledge. The topics include: physical science (the universe, forces, motion), biological science (heridity, the cell, evolution), humans (the human organism, human society, technology), and mathematics. The information presented in these chapters is extremely well written in both a nontechnical and nonthreatening manner. If you've feared science or have forgotten all the science you have ever learned, you will still be able to enjoy and remember a surprising amount of the material presented. Chapter 10 summarizes the most fundamental discoveries of science. Finally, chapters 11-12 delve into the mind of a scientist. What patterns do we see in the world? And what type of mental habits should a scientist exhibit? The final 3 chapters of the book are on science teaching and reforming science education and so are of interest primarily to science teachers. The book achieves its aim of both defining science literacy and making the reader scientifically literate.Read more ›
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3 of 3 people found the following review helpful By K. Sanders on January 1, 2010
Format: Paperback
This is a good overview of what Project 2061 is all about, but I think there are better resources. "Science for All Americans" is a bit dry. I would recommend "Science Matters" for a more interesting overview of what Americans should know about science.
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8 of 12 people found the following review helpful By K. L Sadler VINE VOICE on June 2, 2000
Format: Paperback
We have now entered a second time of deep concern for the science, math, and technological education for everyone. The first one occurred after the Sputnik fiasco, when the Russians beat us in the race to reach space. The concern now has risen due to what science groups such as the American Association for the Advancement of Science, and educators saw in comparison of assessments made of students in the U.S. and those in other developed countries, such as Japan. The answer to this concern was for the AAAS along with other groups to put out a guideline as to what constitutes scientific literacy, and what the public in the U.S. should at least know to be scientifically literate. As usual, though the AAAS addressed the fact that certain groups in the U.S. were not being 'included' in the pursuit of science literacy, such as women and racial minorities, in this their first book they skipped over those of us with disabilities. Since this is a major concern of mine and the area in which I do research, I was appalled to see they neglected 'us' once again, especially as the AAAS has a separate department dealing with the Disabled/Deaf. In spite of this mistake, the writing of this book has laid the groundwork for universities and colleges as to what the teachers they train should know and be able to teach so that our country can be more scientifically literate. With new information being made available through newspapers and the Internet on a daily basis, it is absolutely imperative that all adults regardless of race, gender, or ability be able to glean the information they need from this outpouring of information to make decisions requiring informed consent in health care, decisions on employment (since health care is one of the top employers in the U.S.Read more ›
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