Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory...

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Autores principales:	Edward B. Nuhfer, Christopher B. Cogan, Carl Kloock, Gregory G. Wood, Anya Goodman, Natalie Zayas Delgado, Christopher W. Wheeler
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/51d16dd9ec584908bc1dcbeb77e50e7d
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spelling	oai:doaj.org-article:51d16dd9ec584908bc1dcbeb77e50e7d2021-11-15T15:16:53ZUsing a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study10.1128/jmbe.v17i1.10361935-78851935-7877https://doaj.org/article/51d16dd9ec584908bc1dcbeb77e50e7d2016-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i1.1036https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.Edward B. NuhferChristopher B. CoganCarl KloockGregory G. WoodAnya GoodmanNatalie Zayas DelgadoChristopher W. WheelerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 1, Pp 143-155 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Edward B. Nuhfer Christopher B. Cogan Carl Kloock Gregory G. Wood Anya Goodman Natalie Zayas Delgado Christopher W. Wheeler Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
description	After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.
format	article
author	Edward B. Nuhfer Christopher B. Cogan Carl Kloock Gregory G. Wood Anya Goodman Natalie Zayas Delgado Christopher W. Wheeler
author_facet	Edward B. Nuhfer Christopher B. Cogan Carl Kloock Gregory G. Wood Anya Goodman Natalie Zayas Delgado Christopher W. Wheeler
author_sort	Edward B. Nuhfer
title	Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
title_short	Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
title_full	Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
title_fullStr	Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
title_full_unstemmed	Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study
title_sort	using a concept inventory to assess the reasoning component of citizen-level science literacy: results from a 17,000-student study
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/51d16dd9ec584908bc1dcbeb77e50e7d
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Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study

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