Science Education and Our Future
DOI:
https://doi.org/10.36366/frontiers.v3i1.59Keywords:
Science Education, International EducationAbstract
We need a workforce with basic understanding of science and mathematics; with problem-solving skills; with communication skills; with critical thinking skills; with skills to understand statistics and probabilities. In general, science education will improve when students realize that in order to get better jobs they need to understand science, mathematics, and technology. The following presents my ten pragmatic suggestions for the improvement of science education in general.
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References
Appleyard, B. 1993. Understanding the Present (Doubleday, N.Y.).
Bondi, H. 1996. Physics World, February issue, p. 16.
Chapman, T. 1996. Phsyics World, May issue, p. 7.
Lane, N. 1996. Frontiers, National Science Foundation Newsletter, May Issue, p. 1.
Lederman, L.M. 1996. Technology Review, April issue, p. 61.
May, R.M. 1995. Science, p. 1199.
Shamos, M.H. 1995. The Myth of Scientific Literacy (Rutgers University Press).
Weinberg, S. 1992. Dreams of a Final Theory (Random House).
Bondi, H. 1996. Physics World, February issue, p. 16.
Chapman, T. 1996. Phsyics World, May issue, p. 7.
Lane, N. 1996. Frontiers, National Science Foundation Newsletter, May Issue, p. 1.
Lederman, L.M. 1996. Technology Review, April issue, p. 61.
May, R.M. 1995. Science, p. 1199.
Shamos, M.H. 1995. The Myth of Scientific Literacy (Rutgers University Press).
Weinberg, S. 1992. Dreams of a Final Theory (Random House).
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Published
1997-11-15
How to Cite
Terzian, Y. . (1997). Science Education and Our Future. Frontiers: The Interdisciplinary Journal of Study Abroad, 3(1), 240–252. https://doi.org/10.36366/frontiers.v3i1.59
Issue
Section
Section 4: Future Directions in International Science Education
