Editing Science (section)

=== Education and awareness ===
{{Main|2 = Public awareness of science|3 = Science journalism}}
[[File:Dinosaur exhibit - Houston Museum of Natural Science - DSC01881.JPG|thumb|upright=1.13|Dinosaur exhibit in the [[Houston Museum of Natural Science]]]]
[[Science education]] for the general public is embedded in the school curriculum, and is supplemented by [[YouTube in education|online pedagogical content]] (for example, YouTube and Khan Academy), museums, and science magazines and blogs. Major organisations of scientists such as the American Association for the Advancement of Science (AAAS) consider the sciences to be a part of the liberal arts traditions of learning, along with philosophy and history.<ref>{{cite book |last1=Gauch |first1=Hugh G. |title=Scientific Method in Brief |year=2012 |publisher=Cambridge University Press |location=New York |isbn=9781107666726 |pages=7–10}}</ref> Scientific literacy is chiefly concerned with an understanding of the [[scientific method]], units and methods of [[measurement]], [[empiricism]], a basic understanding of statistics ([[correlations]], [[Qualitative research|qualitative]] versus [[Quantitative research|quantitative]] observations, [[aggregate statistics]]), and a basic understanding of core scientific fields such as physics, [[chemistry]], [[biology]], ecology, geology, and [[computation]]. As a student advances into higher stages of [[formal education]], the curriculum becomes more in depth. Traditional subjects usually included in the curriculum are natural and formal sciences, although recent movements include social and applied science as well.<ref>{{Cite journal |last1=Benneworth |first1=Paul |last2=Jongbloed |first2=Ben W. |date=31 July 2009 |title=Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation |journal=Higher Education |volume=59 |issue=5 |pages=567–588 |doi=10.1007/s10734-009-9265-2 |issn=0018-1560 |doi-access=free |url=https://ris.utwente.nl/ws/files/47901538/Benneworth2010Who.pdf |access-date=16 August 2023 |archive-date=24 October 2023 |archive-url=https://web.archive.org/web/20231024214150/https://ris.utwente.nl/ws/files/47901538/Benneworth2010Who.pdf |url-status=live}}</ref>

The mass media face pressures that can prevent them from accurately depicting competing scientific claims in terms of their credibility within the scientific community as a whole. Determining how much weight to give different sides in a [[scientific debate]] may require considerable expertise regarding the matter.<ref>{{cite web |last=Dickson |first=David |date=11 October 2004 |title=Science journalism must keep a critical edge |url=http://www.scidev.net/en/editorials/science-journalism-must-keep-a-critical-edge.html |archive-url=https://web.archive.org/web/20100621053624/http://www.scidev.net/en/editorials/science-journalism-must-keep-a-critical-edge.html |archive-date=21 June 2010 |publisher=Science and Development Network}}</ref> Few journalists have real scientific knowledge, and even [[beat reporter]]s who are knowledgeable about certain scientific issues may be ignorant about other scientific issues that they are suddenly asked to cover.<ref>{{cite magazine |last=Mooney |first=Chris |date=Nov–Dec 2004 |title=Blinded By Science, How 'Balanced' Coverage Lets the Scientific Fringe Hijack Reality |url=http://blogs.discovermagazine.com/intersection/2010/01/15/blinded-by-science-how-balanced-coverage-lets-the-scientific-fringe-hijack-reality/ |url-status=live |magazine=Columbia Journalism Review |volume=43 |issue=4 |archive-url=https://web.archive.org/web/20100117181240/http://blogs.discovermagazine.com/intersection/2010/01/15/blinded-by-science-how-balanced-coverage-lets-the-scientific-fringe-hijack-reality/ |archive-date=17 January 2010 |access-date=20 February 2008}}</ref><ref>{{cite journal |last1=McIlwaine |first1=S. |last2=Nguyen |first2=D. A. |year=2005 |title=Are Journalism Students Equipped to Write About Science? |url=http://espace.library.uq.edu.au/view/UQ:8064 |url-status=live |journal=Australian Studies in Journalism |volume=14 |pages=41–60 |archive-url=https://web.archive.org/web/20080801163322/http://espace.library.uq.edu.au/view/UQ:8064 |archive-date=1 August 2008 |access-date=20 February 2008}}</ref>

[[Science magazines]] such as ''[[New Scientist]]'', ''[[Science & Vie]]'', and ''[[Scientific American]]'' cater to the needs of a much wider readership and provide a non-technical summary of popular areas of research, including notable discoveries and advances in certain fields of research.<ref>{{cite journal |author-last=Webb |author-first=Sarah |title=Popular science: Get the word out |journal=Nature |volume=504 |issue=7478 |pages=177–179 |date=December 2013 |pmid=24312943 |doi=10.1038/nj7478-177a |doi-access=free}}</ref> The science fiction genre, primarily [[speculative fiction]], can transmit the ideas and methods of science to the general public.<ref>{{Cite web |last=Wilde |first=Fran |author-link=Fran Wilde (author) |date=21 January 2016 |title=How Do You Like Your Science Fiction? Ten Authors Weigh In On 'Hard' vs. 'Soft' SF |url=https://www.tor.com/2016/01/21/how-do-you-like-your-science-fiction-ten-authors-weigh-in-on-hard-vs-soft-sf/ |url-status=live |archive-url=https://web.archive.org/web/20190404025029/https://www.tor.com/2016/01/21/how-do-you-like-your-science-fiction-ten-authors-weigh-in-on-hard-vs-soft-sf/ |archive-date=4 April 2019 |access-date=4 April 2019 |website=Tor.com}}</ref> Recent efforts to intensify or develop links between science and non-scientific disciplines, such as literature or poetry, include the ''Creative Writing Science'' resource developed through the [[Royal Literary Fund]].<ref>{{cite web |first=Mario |last=Petrucci |url=http://writeideas.org.uk/creativescience/index.htm |title=Creative Writing&nbsp;– Science |access-date=27 April 2008 |url-status=dead |archive-url=https://web.archive.org/web/20090106015539/http://writeideas.org.uk/creativescience/index.htm |archive-date=6 January 2009}}</ref>