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In Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn.
John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin.
- Introduction
- What We Say
- 1: The Reasons We Teach Science
- What We Do
- 2: The Science Education We Have
- 3: Should We Be Training More Scientists? The Numbers Say No
- 4: The Failure of Scientific Literacy
- 5: How Well Does the Science Education We Have Actually Work?
- 6: Science Education for Better Thinking and the Limits of "Doing" Science
- What We Need
- 7: Science Education for Building Public Trust
- 8: How to Get There
