Factors Contributing to Adult Knowledge of Science and Technology

Autor/inn/en	Falk, John H.; Needham, Mark D.
Titel	Factors Contributing to Adult Knowledge of Science and Technology
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 4, S.431-452 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21080
Schlagwörter	Adults; Knowledge Level; Internet; Information Technology; Access to Information; Documentaries; Films; Predictor Variables; Socioeconomic Status; Gender Differences; Outcomes of Education; Public Education; Computer Literacy; Telephone Surveys; Work Experience; Informal Education; Age Differences; Racial Differences; California + Suchen Sie Ihr Suchwort? Wissensbasis; Informationstechnologie; Documentary film; Documentary films; Dokumentarfilm; Film; Prädiktor; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Lernleistung; Schulerfolg; Öffentliche Erziehung; Computerkenntnisse; Telephone interview; Telefoninterview; Employment experience; Job experience; Occupational experience; Berufserfahrung; Informelle Bildung; Nichtformale Bildung; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Kalifornien
Abstract	Historically, most efforts to improve public knowledge of science and technology have focused on improvements in K-12 schooling, although post-secondary education and informal education have also been mentioned as important factors. Currently, little empirical data exist to determine how or when to best leverage science and technology education energies and resources. This article examines a range of factors potentially contributing to adult knowledge of science and technology. Results from a telephone survey of 1,018 adult residents in greater Los Angeles, California (United States) showed that adult free-choice learning experiences such as reading books and magazines about science and technology, using the internet, and watching science related documentaries and videos were the strongest predictors of self-reported knowledge of science and technology. Privilege, especially higher income and being male, was also an important factor, as were workplace experiences and childhood experiences outside of school. Although formal schooling was a significant predictor of this knowledge, it explained less variance in knowledge than most other factors. This research provides initial data on which to base discussions about how best to support public education in science and technology. (Contains 5 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10