Do As I Say, Not As I Do

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Are we science-savvy enough to make informed decisions?

Let me guess: no. I mean, really, is this a gimme or what?

Seventy-six percent of Americans say presidential candidates should make improving science education a national priority, according to a national Harris Interactive survey of 1,304 adults in November and December. Results were released this spring.

But only 26% believe that they themselves have a good understanding of science. And 44% couldn’t identify a single scientist, living or dead, whom they’d consider a role model for the nation’s young people.

So at least some of those possessing marginal scientific literacy recognize that science education is important.

It boils down to this — if you can’t make the informed decision yourself, then you’re going to fall for whoever can lie most convincingly. And I think that accomplished liars have an advantage.

There is also a link to a quiz, which looks like the NSF Science and Engineering Indicators quiz. Unfortunately, we are told

10 or 11 right: You are a geek!

Maybe some small part of the problem is that basic science competency is being identified as geeky, though somehow I doubt that USA TODAY is the arbiter of cool amongst today’s teens.

Udate: commentary at Physics and Physicists

0 thoughts on “Do As I Say, Not As I Do”

  1. Electrons are smaller than atoms. Naked electron, electron clothed in polarized vacuum, or electron drifting in free space? In heavy electron conductors their effective mass can be atomic (admittedly only near that of a hydrogen atom – but the universe is rah! rah! enthusiastic about hydrogen). If it is a Rydberg atom, more than likey. If it is an electron in an electride crystal lattice, debatable.

  2. That quiz was on the Science Fair blog, where “geek” is uber-cool and something desirable to be. They’re all geeks over there, and damn proud of it. So am I. I scored 10 out of 11.

    I’m planning a lengthy post in which this one small point about this study will be made: “testing” Americans on their “science savvy” based solely on the memorization of certain key facts tells us very little about how much they actually understand. Anyone can memorize the correct “facts.” That doesn’t mean they can think.

    Of course, apparently Americans can’t do either. 🙂

  3. I quite agree that the notion of “science savvy” = “memorization of facts” is misguided and is one more issue with poor science education.