Beschreibung
As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students' general education and literacy.
Autorenporträt
Dr. Theresa Schulte holds a doctoral degree from the Department of Chemistry Education of Freie Universität Berlin, Germany. She cooperated in an EU project to promote scientific literacy in Europe and is currently a chemistry and English teacher at a secondary school.
Herstellerkennzeichnung:
Springer Spektrum in Springer Science + Business Media
Tiergartenstr. 15-17
69121 Heidelberg
DE
E-Mail: juergen.hartmann@springer.com
