What does it mean to be science literate? How science literate is the American public? How do we stack up against other countries? What are the civic implications of a public with limited knowledge of science and how it works? How is science literacy measured?
These and other questions are under the microscope of a 12-member National Academy of Sciences (NAS) panel — including University of Wisconsin—Madison Life Sciences Communication Professor Dominique Brossard and School of Education Professor Noah Feinstein — charged with sorting through the existing data on American science and health literacy and exploring the association between knowledge of science and public perception of and support for science. Read the full release here.