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10.1002/1873-3468.14272 http://scihub22266oqcxt.onion/10.1002/1873-3468.14272 35006607!ä!35006607 Warning: file_get_contents(https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&id=35006607&cmd=llinks): Failed to open stream: HTTP request failed! HTTP/1.1 429 Too Many Requests in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 215 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       FEBS+Lett 2022 ; 596 (2): 149-159 Nephropedia Template TP {{tp|p=35006607|t=2022. Why science education is more important than most scientists think |pdf=|usr=}}{{35006607}} gab.com Text Why science education is more important than most scientists think JO: FEBS Lett http://www.kidney.de/pget.php?&tw=1&pmid=35006607 #FOAvip The COVID-19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake-up call for scientists, clearly demonstrating that the standard way that we teach science - as a large collection of "facts" that scientists have discovered about the world - needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works - and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level. Twit Text FOAVip Why science education is more important than most scientists think ????FEBS Lett http://www.kidney.de/pget.php?&tw=1&pmid=35006607 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=35006607 #FOAvip English Wikipedia <ref>{{Cite pmid|35006607}}</ref> Why science education is more important than most scientists think #MMPMID35006607 Alberts B FEBS Lett 2022[Jan]; 596 (2): 149-159 PMID35006607show ga The COVID-19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake-up call for scientists, clearly demonstrating that the standard way that we teach science - as a large collection of "facts" that scientists have discovered about the world - needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works - and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level. |*Learning[MESH] |Community Resources[MESH] |Humans[MESH] |Quality of Life[MESH] |Science/*education/methods[MESH] |Teaching/*trends[MESH]Why science education is more important than most scientists think (epmc).pdf DeepDyve Pubget Overpricing