Mercury,
September/October 2006 Table of Contents
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by
Michael G. Gibbs
Science
literacy—understanding the key concepts of science—continues
to pose a fundamental challenge to our society. On 25 May 2006,
a headline in the New York Times provided us with an example
of this problem in the article titled, "Test Shows Drop in
Science Achievement for 12th Graders." As formal or informal
educators, professional or amateur astronomers, or as concerned
citizens, we know that headlines such as this are troublesome. We
realize that a scientifically literate citizenry is crucial if our
society is to compete successfully and prosper in the global marketplace
of the 21st century.
The
Times article specifically references the results from the
2006 National Assessment of Educational Progress, a report
administered by the U. S. Department of Education based on a survey
of over 300,000 primary and secondary students across the country.
The test measures students' basic knowledge regarding Earth, physical
and life sciences, and basic scientific principles. Results are
given in three categories: advanced, proficient, and basic levels
of scientific literacy. The 2006 report indicates the following:
- Fourth-grade:
sixty-eight per cent achieved at or above the basic level. This
is a five per cent increase from a previous 1996 test.
- Eighth-grade:
fifty-nine per cent scored at or above the basic level. This is
a one per cent decrease from the 1996 test.
- Twelfth-grade:
fifty-four per cent performed at or above the basic level. This
is a three per cent decrease from the 1996 test.
The
results also state that only eighteen per cent of high school students
overall are at the proficient level, and this is a three-per cent
decrease from 1996. The Times article went on to indicate
that education officials across the board are disappointed with
these results. We, being individuals concerned with science literacy
and education, find these results frightening.
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