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Leadership for Public Understanding of Science


"DeBoer's chapter focuses on the formal system of schools and the role they have played in the public's understanding of science. DeBoer takes a historical approach to the examination of three questions about leadership for public understanding of science: What arguments have been made for what the public should know about science and why they should know it? What have been the implications of these arguments for public understanding of science in K-16 education? What leadership has been successful in accomplishing the goals of public understanding of science? Tracing these questions from the mid-19th century through today's 21st century context, DeBoer emphasizes that leadership in our democracy is a distributed activity, coming from many places and levels. Access the chapter in full below to learn more about how leadership in science education has been--and continues to be--exercised by individual scientists, science educators, professional organizations, and members of the administration and Congress."