Publications Topics:

Books

ASP Conference Series

Monograph Publications

IAU Publications

Books of Note

Purchase through the AstroShop

Journals

Publications of the ASP (PASP)

Magazines

Mercury Magazine

Archive

Guidelines for Authors

Order Mercury Issues

Mercury Advertising Rates

Newletters

The Universe in the Classroom

ASP E-mail Newsletters

Special Features

Astronomy Beat

Contact Us

Mercury, March/April 2006 Table of Contents

Photo by A. Bradley.

by Michael Gibbs

The decline in science literacy—simply being able to think like a scientist—continues to pose a fundamental challenge to our society. The National Academy of Sciences was recently asked by several members of Congress to recommend what it would take to begin the process to enhance science education within the United States so that our country can continue to compete and prosper in the global community. The report, titled Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, lists several worrisome indicators, such as:

• In 1999, only 41% of U. S. 8th-grade students received instruction from a mathematics teacher who specialized in mathematics, considerably lower than the international average of 71%.
• In Germany, 36% of undergraduates receive their degrees in science and engineering. In China, the figure is 59%, and in Japan it is 66%. In the U. S. the corresponding figure is only 32%.

Other surveys and reports over the past several years show the same disturbing trend:

• 15% to 20% of Americans are "science literate," meaning that 80% to 85% are not.
• 47% of 17-year-olds tested could not convert "nine parts in ten" to a percentage.
• In one affluent Midwestern state, 75% of middle school science teachers surveyed did not know that radio waves travel at the same speed as light waves.
• 20% of U. S. adults can not tell you whether Earth goes around the Sun or the Sun around Earth.

As Michael Bennett, Executive Director of the ASP, has said, the issue of science literacy is not someone else's problem, it is our problem—those of us who believe a scientifically literate society is important and necessary. An experience with astronomy can often be the spark that ignites a person's interest in science. The experience might happen under the stars, in a classroom, in a science center or planetarium—the possibilities are almost endless. The spark can be ignited any time, in anyone, at any time in their life, which is why the ASP's programs are aimed at students of all ages, "from K to grey," as someone put it.

The core of the ASP's mission is very simple. We want to help more people understand, appreciate, and enjoy astronomy. Over the past several years, the ASP has re-dedicated itself to achieving that mission through an ever-expanding portfolio of programs. For the most part, our astronomy and education programs target educators of all descriptions—classroom teachers, informal science educators, college astronomy teachers, and amateur astronomers who want to share their passion with others. By concentrating on these "intermediate communicators" of the wonders of science, the ASP can multiply its efforts by a factor of hundreds, even thousands.

The ASP operates several nationwide education and community-outreach programs that assist educators in engaging more students in science. The success of these programs is due in large part to the support and partnership the Society receives from its friends and benefactors.

If you enjoyed this excerpt from a feature article and would like to receive our bi-monthly Mercury magazine, we invite you to join the ASP and receive 6 issues a year.