Science Teaching and Learning in Economically Disadvantaged Urban Areas.

9733700巴顿国家科学教育的一个主要目标是促进所有美国人的科学素养。从理论上讲，人人享有科学的理念很难在所有学校的所有学生中实现。有记录表明，生活在城市贫困中的儿童接受学校教育是正确的：教师主导课堂活动，学生被动，学习是通过死记硬背来定义的。这种僵化的科学教育导致学生认为科学是一组需要记忆的事实，与他们的个人生活无关。它还造就了一些学生，他们看不到或不理解科学和社会的相互关联的本质，不能利用他们的技能和概念理解来做出个人决定，也不能有知识地参与关于科学问题的辩论。这是科学问题。考虑到城市贫困地区有20%的儿童在上学，这一点意义重大。

9733700 Barton A major national science education goal is to promote scientific literacy for all Americans. Egalitarian in theory, this idea of science for all has proven difficult to actualize among all students in all schools. It has been documented that children living in urban poverty experience schooling as right: Teachers dominate classroom activity, students are passive, and learning is defined through rote memorization. This kind of rigid education in science has resulted in students who view science as a set of facts to be memorized that has no connection or relevance to their personal lives. It has also produced students who do not see or understand the interrelated nature of science and society, and who cannot use their skills and conceptual understandings to make personal decisions or to engage knowledgeably in debate abut scientific matters. This is scientific matters. This significant given that 20% of all children attend school in urban poverty.