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135   $aur|n|---|||||
181   $ctxt
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200 10$aScience for all Americans$b[electronic resource] /$fF. James Rutherford, Andrew Ahlgren
210   $aNew York $cOxford University Press$dc1990
215   $a1 online resource (467 p.)
300   $aDescription based upon print version of record.
311   $a0-19-506770-3 
311   $a0-19-506771-1 
320   $aIncludes bibliographical references (p. 219-225) and index.
327   $aCover Page; Title Page; Copyright Page; Dedication; Contents; Preface; Introduction; Recommendations for Science Literacy; Chapter 1 The Nature of Science; Chapter 2 The Nature of Mathematics; Chapter 3 The Nature of Technology; Chapter 4 The Physical Setting; Chapter 5 the Living Environment; Chapter 6 The Human Organism; Chapter 7 Human Society; Chapter 8 The Designed World; Chapter 9 The Mathematical World; Chapter 10 Historical Perspectives; Chapter 11 Common Themes; Chapter 12 Habits of Mind; Bridges to the Future; Chapter 13 Effective Learning and Teaching; Principles of Learning
327   $aChapter 14 Reforming EducationThe Need for Reform; Chapter 15 Next Steps; Project 2061; Acknowledgements; Selected References; Index
330   $aIn order to compete in the modern world, any society today must rank education in science, mathematics, and technology as one of its highest priorities. It's a sad but true fact, however, that most Americans are not scientifically literate. International studies of educational performance reveal that U.S. students consistently rank near the bottom in science and mathematics. The latest study of the National Assessment of Educational Progress has found that despite some small gains recently, the average performance of seventeen-year-olds in 1986 remained substantially lower than it had been in 
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700   $aRutherford$b F. James$g(Floyd James),$f1924-$0605322
701   $aAhlgren$b Andrew$01532823
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