Surveying Science Literacy among Undergraduates: Insights from Open-Ended Responses

Autor/inn/en	Antonellis, Jessie; Buxner, Sanlyn; Impey, Chris; Sugarman, Hannah
Titel	Surveying Science Literacy among Undergraduates: Insights from Open-Ended Responses
Quelle	In: Journal of College Science Teaching, 41 (2012) 3, S.82-90 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	College Science; Science Instruction; Undergraduate Students; Research; Astronomy; Inquiry; Surveys; Concept Mapping; Feedback (Response); Scientific Concepts; Computer Software; Accuracy + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Forschung; Astronomie; Survey; Umfrage; Befragung; Concept Map
Abstract	This paper presents the qualitative analysis of data from a 20-year project analyzing the knowledge and attitudes toward science of undergraduate students enrolled in introductory astronomy courses. The data were collected from nearly 10,000 students between 1989 and 2009 via a written survey that included four open-ended questions, inquiring into students' knowledge of scientific inquiry, DNA, computer software, and radiation. Trends in students' responses were arranged into concept maps that depict patterns in student thinking. Students' responses were also compared with criteria established by a sample of scientists. Students were familiar with empiricism in science and understood that science tries to explain the world but were not as attuned to the need to support arguments with evidence as scientists would expect. Students had a narrower conception of DNA, yet often related a blend of accurate and inaccurate ideas. The accuracy of students' descriptions of software increased over time, though they were more likely to approach software from a consumer rather than computer science perspective. Students attended overly much to the dangers of radiation, and the accuracy of responses decreased over time. This research demonstrates that students' ideas about science are less focused than scientists would like. (Contains 7 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10