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US Adults Fail Basic Science Literacy
TaeKwonDood writes "Do you want the bad news first or the good news? The good news is that about 80% of Americans think science knowledge is 'very important' to our future. The bad news is most of those people think it's up to someone else to get knowledgeable. Only 15% actually know how much of the planet is covered in water (47% if you accept a rough approximation of the exact number) and over 40% think dinosaurs and humans cavorted together like in some sort of 'Land Of The Lost' episode. What to do? Pres. Obama thinks merit pay for teachers makes sense. Yes, it will enrage the teachers' union, but it might inspire better people to go into science teaching. It's either that or accept that almost 50% of Americans won't know how long it takes the earth to go around the sun."
Boards of Education are trying to teach how a magic man in the sky created everything. Reap what you sow.
What concerns me more than lack of knowledge of basic facts is that many adults don't really understand something as simple and basic as "the scientific method"...coming up with idea...testing it...controls....etc. It's almost as if science is "magic" to a lot of adults...might explain why so many can't distinguish between what they think the bible says and testable, provable fact.
That's funny. Wonder what the percentage of scientifically literate people who can identify a misplaced modifier is?
ad logicam Claiming a proposition is false because it was presented as the conclusion of a fallacious argument.
You can pay teachers all you want, but it wont inspire students to learn and retain knowledge. Only parents/peers/culture can do that.
A slashdotter who didn't build his own computer is like a Jedi who didn't build his own lightsaber.
My one problem with the idea of merit pay for teachers is that there isn't really a good way to measure teacher merit. In most jobs, a worker has a very high degree of control over the end product: for example, nothing goes into the source code I write unless I say so. In such
The problem is that teachers don't (and shouldn't) have that kind of control over the end product: namely, their own students. At best they can guide and influence, but even in the best of situations, more often than not students will be affected by things completely beyond the teacher's ability to predict or control. It is thus grossly unfair to use student performance as a measure of teacher performance, simply because the ties between them are much too loose.
The other option that has been put forward is to use evaluations, by peers, students, administrators, or other factors. Subjectivity is the problem here: it's far too easy to game such evaluations, or to subject them to office politics. This can have both positive and negative effects on various parties, depending on viewpoint, but in any case it cannot be made fair or reliable as a measure of performance.
What other methods exist? I can see none, and would be interested in hearing possible alternatives. But in their absence, "merit pay" for teachers is nothing more than a comforting myth: the concept is unworkable, and implementations cannot be made to reliably follow the concept. Yes, this is different from many (most?) jobs, but the nature of the job itself -also very different from most- is what creates these conditions.
And what is said in the summary:
"Only 15% actually know how much of the planet is covered in water"
So there's a bit of idiocy with the person who wrote this. In reality, as you put it, 15% got the correct answer--15% did not necessarily "actually know how much of the planet is covered in water." That would imply that no one guessed. A little hypocrisy in the summary, perhaps? In the article, they put it correctly: "Only 15% of respondents answered this question with the exactly correct answer of 70%."
EDITORS, DO YOUR JOBS. If there is a fallacy in the summary, either correct it, or DO NOT POST THE STORY.
"How much of the earth's surface is covered by water?" Does one need to know the answer to within one percent, or less? Is that even known so precisely? If the correct answer is 70-75% water (approx 3/4) then are 4/5 and 2/3 water good enough guesses? I think both numbers contain the main idea that there's more water than land.
And as for humans and dinos walking the earth together, I think a majority of those who "didn't know dinos and humans didn't live at the same time" would probably have answered that dinos preceeded humans if asked on a gameshow where prizemoney was at stake. Answering that they thought dinos and humans walked the earth together makes is a statement about the beliefs they choose to espouse.
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Geography is a science.
My blog
Just a note: Knowing how much of the planet is covered in water is *not* scientific literacy. That is trivia knowledge. If I need to know how much of the planet is covered in water (I'd guess 80%), I look it up, and decide if the definition matches my needs.
Scientific literacy would be understanding (1) how to research science you need (2) how to conduct a proper experiment (3) how to evaluate claims for obvious falsehood (4) how to check out non-obvious claims for falsehood, which is related to #1, (5) how to identify whether you are yourself competent in an area of science, or not, and (6) how to find someone who *is* competent, if necessary.
I hate it when people mistake factoids for science.
I hate it when people mistake popular blurbs for reason.
Correct Horse Battery Staple: 72 bits of entropy. Enter "Correct H" into google. When it generates the phrase, that's
Q1: How many of them believe in astrology, Feng Shui, crystal power, and other crap?
Q2: How many of them know that the Earth is not flat, and is about 4.5 billion years old?
I would not be surprised if the answer to Q1 is larger than the answer to Q2. Unfortunately. And that's just a sample of delusions compared to a couple of simple and well-known facts.
There is a crying need for teaching the scientific method in schools. Ideally, it would be accompanied by numerous exercises in critical thought, including the examination of "common knowledge" and topical news stories.
Those who can make you believe absurdities can make you commit atrocities. - Voltaire
and 80% of the population will get no education worth anything...then the illegal Mexican immigrants will get the jobs that require education and US citizens get the day laborer jobs.
The demonstrated reality is that societally mandated education is the single most stabilizing activity. In addition it provides the best ROI of ANYTHING we can do.
If you want to see the US turn into a 3rd world country in one generation, get rid of public education.
You will never join facts unless you have a fact-joining intellectual toolkit. The Greeks did some categorization, but they also invented deductive logic, and mathematical proofs.
Our educational system today is all about rote memorization, and it is no surprise that we have kids getting to college who don't understand how to write a paper that presents an argument, more less understanding the finer points of the scientific method.
Secondary education isn't the place to force-feed people facts that they're never going to need or use; you need to teach research, critical thought, logic, and the scientific method...Those things are useful for everyone, and once that framework exists, you can hang whatever facts you please on it.
ad logicam Claiming a proposition is false because it was presented as the conclusion of a fallacious argument.
Just a note: Knowing how much of the planet is covered in water is *not* scientific literacy. That is trivia knowledge.
I hate it when people mistake factoids for science.
I hate it when people mistake popular blurbs for reason.
Maybe. But not knowing that the earth takes one year to revolve around the sun indicates a pretty serious failure to know what the fuck is going on.
And, seriously...if you can't imagine a globe in your head and at least get between 60% and 80% water...you are pretty ignorant. If a lot of people are that ignorant, we have a problem.
As always, I would like to see results of the exact same survey from other countries for comparison.
Yo dawg, I heard you like the Ackermann function, so OH GOD OH GOD OH GOD
Could that be because here there's more need for it?
At the bottom of the
My hypothesis about why programmers tend to be more exacting about grammar is because you have to be in programming. In natural languages, other people can usually figure out what you meant if you leave out a word or swap the placement of two words. In programming, if you misspell a variable, the program usually doesn't work.
So if say 50% of the earth were covered with water it would mean overpopulation isn't an issue, global warming wouldn't be affected by water currents, etc?
I don't think knowing the percentage is all that important to non-scientists' understanding of critical scientific issues.
Knowing how precisely you need to understand something in a given context is
a valuable thing in and of itself. Knowing how to "estimate" things will allow
you to seem to know more while actually putting less effort into it.
A Pirate and a Puritan look the same on a balance sheet.
It's not really nitpicking; the sentence was poorly constructed and because of this failed to communicate. I for one thought the sentence was saying that 47% of the earth is covered in water, as did the original poster.
Mod points: Guaranteed to remove your sense of humor.
Side effects may include gullibility and temporary retardation
I couldn't care less if the battle of Waterloo was whenever You must have gone to one of those fancy schools. I think the only time Napoleon was ever mentioned in my American public school was a passing reference to him selling the Louisiana territory to the USA. At my school, sex education was required, but you had to learn history in the gutter. Having learned much of what I know about history on my own, I can tell you why memorizing some dates are important. They help you fit in everything else. Most people have no concept of history. Did George Washington ever have a chance to meet Columbus? Who knows? Well, if you learn a few dates cold, then other things can fit. For example, start with memorizing 5 dates, 1776 (Declaraion of Independence), 1492 (Columbus discovers America), 1066 (Norman invasion of England), 0 (approximate birth of Christ), 1000 BC (approximate time of King David's reign) and you have a context for otherthings. You hear that Shakespeare was born in 1564 and instead of just hearing 4 numbers, you can think "70 years after Columbus, so he probably knew about America". You may not remember the exact date, you'll probably remember that it was shortly after Columbus's time. When you later here Queen Elizabeth's reign started in 1558 you can realize that that was around the same time as Shakespeare and it was about 70 years after Columbus. Suddenly instead of random disjoint numbers, you have a web of information that can fit together, reinforce other information, and allow you to draw conclusions. This applies to other fields as well. You understand and remember information a lot better if you have other related facts in your memory.
I often don't like the choices people make, but I like the fact that people make choices. That's why I'm a conservative.
And asking if humans and dinosaurs coexisted is an opinion question, not a question about science. It's entirely possible for someone to believe, for religious reasons, that humans and dinosaurs lived together but to also understand the science.
*does double take* Opinion question? Whether humans (who have been around for less than a million years no matter how loosely you define human) and dinosaurs (which have been dead for over 60 million years unless you call crocodiles and/or birds dinosaurs) lived together is opinion? What definition of opinion are you using?
Claiming religious belief is absurd. If I say the sky is red, and grass is purple, because I was honestly raised to believe these things, does that mean that a debate over whether clear daytime sky on Earth is blue or red is merely a difference of opinion? I'm fine with you thinking the sky is red, but if you claim that you are mindful of science in the same breath, I'll laugh myself to death.
And no, this is no strawman. The rough periods in which dinosaurs and humans lived are so far apart and clearly established, that the only way to have them live together would be if we had a deity who interceded in direct physical ways constantly. And if you accept that, then the scientific method is just as worthless as if you regularly deny the visual evidence of 6 billion people the world over when it comes to the color of the grass and the sky.
$_ = "wftedskaebjgdpjgidbsmnjgcdwatb"; tr/a-z/oh, turtleneck Phrase Jar!/; print
It's not that they did not know it, or could not work it out, it is that they snapped back an answer of "24 hours" because they thought that the question was something that it wasn't.
Nullius in verba
My biggest problem with the summary is that many scientists might fail this "basic science literacy" test simply because it's too specific.
I don't think that's the problem. It's just that it only asks about facts/likely truths determined by science, not about science itself.
As pointed out elsewhere, how much of the planet is covered in water is more of a trivia question.
Agreed.
And asking if humans and dinosaurs coexisted is an opinion question, not a question about science.
Well, it is asking a question where the scientific method has determined one answer to be the most likely truth. Science never really proves anything, just has theories that are more or less supported. A person who understands and trusts the scientific method is a person who accepts the most supported theory until the preponderance of evidence shifts.
It's entirely possible for someone to believe, for religious reasons, that humans and dinosaurs lived together but to also understand the science.
It's also entirely possible for someone to understand the science but believe for religious reasons that the earth does not go around the sun. It's just not rational or scientific because it is rejecting the answers presented by the scientific method and arbitrarily believing something else.
Science literacy shouldn't be about what they know, it should be about what they can recognize.
I agree it should not be about trivia, but it should include understanding and applying the scientific method. If people apply the scientific method very narrowly and then apply irrational and nonscientific methods to determine the facts about other parts of the world, then I'd argue scientific literacy has failed to a significant extent.
Just because I'm literate with books doesn't mean that I can tell you specific details about Edgar Allen Poe, nor does it mean that I necessarily agree with Orwell.
No, but to be literate means you can read and often that you do read, not that you can read certain things but in other instances you can just look at the pictures or you make up what you think the little squiggly things on the paper mean. You don't have to agree with Orwell to be literate, you just have to be able to read his books. Not understanding that the scientific method has determined the most likely truth to be that humans and dinosaurs never inhabited the earth at the same time is analogous to being unable to read Orwell.
My wife is a science teacher. She left a job recovering organs and tissues etc. for transplant to become a science teacher because it afforded her more time with the kids.
In her years of teaching she has noticed a few prevalent problems that cause problems with science education, her and I have discussed these at great length.
1. There is a shortage of science teachers. It is always hardest for the the schools to recruit science and math teachers.
2. Due to the fact that the science and math teachers are generally smarter, more logical, and better organized than their 'Bachelor of Arts' counter-parts they are usually the first to be promoted into quasi-management positions (Asst. Principal, Principal etc.)
3. Most of these promotees quickly become disenfranchised with the bureaucracy and idiocy that runs rampant through American schools. They end up getting very frustrated, and instead of resigning from the quasi-management job and going back to being a teacher, their frustration with the 'whole system' causes them to quit outright and seek their fortunes elsewhere.
The future of science education in America is bleak my friends (and foes.)
Those who can do... Those who can't get a certification from Cisco or Microsoft.
Could that be because here there's more need for it?
There's a tendency for computer programmers to be picky about grammar. Especially after having the experience of a major system crashing on them for the lack of a semicolon.
That is a HUGE part of the problem with people being dumb. It has become acceptable in our society to call wrong answers 'opinion', and of course 'opinions' are not right or wrong.
Most people do not seem to understand that you can make a statement of fact that is wrong. They believe that a statement of fact by definition is only the right answers.
Even fewer realize that if I say 'My favorite color is magenta.', that I have just made a statement of fact. It is a statement of fact about my opinion. In this case it is a false statement of fact, as magenta is in fact, not my favorite color.
You languish in apprenticeships called post-docs for years while waiting for a real job to open up.
Or you canned by the time you are 40.
And I submit that willful ignorance of any kind is damaging to humanity as a whole.
I don't get it.
While your post is essentially an extreme and exaggerated example (and a joke), there is some level of truth to it. Language is DEFINED by people and how they use it. Perfectly written English from 1300 is nearly incomprehensible to a modern speaker because over time, people have adjusted the usage and spellings of various words, made or adopted new words, etc. We're not "wrong" with our modern dialect - it jut changed.
In a lot of ways, the academic scholars and people arguing for the "correct" way to speak are almost like little nagging anchors. They are constantly looking back at what the language's last codified accepted form was and yelling that we must conform or we're "wrong". Time has proven over and over again that society eventually ignores them. We will speak how we wish to, and eventually the scholars nagging at us will finally relent, stamp whatever the current generation is speaking as "correct" again, and start yelling at the next generation to conform once more.
I've basically accepted that unlike the scientific facts referenced in the summary, there is no "right" or "wrong" way to speak a language. If you can speak and communicate with other speakers of the language then you are doing it correctly. I'd also argue that even if a non-native speaker speaks what can be branded as a more correct dialog according to some textbook, unless they are better understood by the general population, then regardless of rules, they're certainly not a better speaker of the language.
"People who think they know everything are very annoying to those of us who do."-Mark Twain
Those who do not study a foreign language will always have worse grammar because it's easier to understand the purpose of grammar when comparing two languages together. Without a reference point native speakers will not have the intuition to check their sentences. I learned a lot more about English in my Spanish class than anywhere else.
"I only speak the truth"
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