What ideas about science do school students form as a result of their experiences in and out of school? How might science teaching in schools develop a more scientifically-literate society? How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society.

本文的引用網址: