Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science - Investigating the Relationship Between Students' Knowledge and Attitudes

Details Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science - Investigating the Relationship Between Students' Knowledge and Attitudes Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science - Investigating the Relationship Between Students' Knowledge and Attitudes

Jan 2010

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21544708b&link_type=abstract

American Astronomical Society, AAS Meeting #215, #447.08; Bulletin of the American Astronomical Society, Vol. 42, p.416

Astronomy and Astrophysics

Astronomy

Scientific paper

Data from a twenty-year investigation into the science literacy of undergraduates (see Impey et al., this meeting) was used to explore responses to questions, derived from policy driven projects (e.g. NSF Science Indicators). Responses from almost 10,000 undergraduate students enrolled in introductory astronomy courses from 1989 to 2009 have been analyzed based on students’ responses to forced-choice and open-ended science literacy questions as well as Likert scale belief questions about science and technology. Science literacy questions were scored based on work by Miller (1998, 2004). In addition, we developed an extensive emergent coding scheme for the four open-ended science questions. Unique results as well as trends in the student data based on subgroups of codes are presented. Responses to belief questions were categorized, using theoretically derived categories, remodeled and confirmed through factor analysis, into five main categories; belief in life on other planets, faith-based beliefs, belief in unscientific phenomena, general attitude toward science and technology, and ethical considerations. Analysis revealed that demographic information explained less than 10% of the overall variance in students’ forced-answer scientific literacy scores. We present how students’ beliefs in these categories relate to their scientific literacy scores. You can help! Stop by our poster and fill out a new survey that will give us important parallel information to help us continue to analyze our valuable data set. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

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