In National Public Radio’s science blog,  “13.7: Cosmos and Culture,” Ursula Goodenough writes:

Myth: The American populace is science-ignorant, lagging well behind other “developed” nations in scientific literacy.

Fact: It turns out that the U.S. curve is U-shaped: Elementary-school children perform as well in science-understanding metrics as their peers elsewhere, even though formal science teaching at these grade levels is at best sporadic, whereas middle- and high-school students perform abysmally even though they take required science courses. But American adults demonstrate scientific knowledge on a par or above adults in other “developed” countries, even though only 30 percent of adult Americans have ever taken even one college-level science course.

How to explain? Goodenough cites an “excellent” article in a recent edition of American Scientist by John Falk and Lynn Dierking, Oregon Sea Grant’s professors of free-choice learning. Falk and Dierking specialize in studying the kind of learning that takes place outside the classroom – the learning that we do on our own, by visiting museums and aquariums, reading, investigating things on the Internet or pursuing our passions, from star-gazing to collecting tropical fish.

It turns out that, for most Americans, free-choice learning is how we pick up most of what we know about science.  And while Falk and Dierking support efforts to improve school-based science literacy, they also call for broadening opportunities for adults to pursue their inherent curiosity about science, technology, engineering and math.

(Oregon Sea Grant’s Free-Choice Learning program is aiding in that effort by using OSU’s Hatfield Marine Science Center as a living lab for studying how people learn in informal settings. Read more at http://hmsc.oregonstate.edu/visitor/free-choice-learning .

Read Goodenough’s blog entry  here.