January 24th, 2015 | RESEARCH
Many people believe that both public policy and personal action would improve with better access to “reliable knowledge about the natural world” (that thing that we often call science). Many of those people participate in science education and science communication. And yet, both as areas of practice and as objects of academic inquiry, science education and science communication have until recently remained remarkably distinct. Why, and what resources do the articles in this special issue of JRST give us for bringing together both the fields of practice and the fields of inquiry?
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Team Members
Bruce Lewenstein, Author, Cornell UniversityCitation
Identifier Type: ISSN
Identifier: 1098-2736
Identifier Type: DOI
Identifier: 10.1002/tea.21201
Publication: Journal of Research in Science Teaching
Volume: 52
Number: 2
Page(s): 253-262
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Tags
Audience: Educators | Teachers | General Public | Museum | ISE Professionals | Scientists
Discipline: Education and learning science | General STEM | Literacy
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Professional Development | Conferences | Networks | Public Programs