EXAMINING STUDENTS' ATTITUDES ABOUT SCIENCE AND SCIENTIFIC LITERACY
OBSERVED IN A NON-SCIENCE MAJOR, INTERDISCIPLINARY COURSE
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This inductive qualitative study examined students'' attitudes toward science and their scientific literacy in a course designed on Science Education for New Civic Engagement and Responsibilities (SENCER) ideals. SENCER uses socially engaging issues to teach basic science to non-science majors. A large component of this SENCER course involved a civic engagement project to get the students involved in the community. A combination of quantitative and qualitative methods were utilized to measure changes in attitudes and scientific literacy such as confidence and interest after completing this SEN...
This inductive qualitative study examined students'' attitudes toward science and their scientific literacy in a course designed on Science Education for New Civic Engagement and Responsibilities (SENCER) ideals. SENCER uses socially engaging issues to teach basic science to non-science majors. A large component of this SENCER course involved a civic engagement project to get the students involved in the community. A combination of quantitative and qualitative methods were utilized to measure changes in attitudes and scientific literacy such as confidence and interest after completing this SENCER course. This study found scientific literacy to be most difficult to assess and therefore a change in biological literacy was quantified and demonstrated a significant increase during the semester. The term science appears to be too broad to generate a significant change in attitudes, specifically interest and confidence. A more specific area of science, such as biology, did generate increased in positive attitudes and may be more useful when assessing attitudes. Anyone examining attitudes toward science will find this book useful.
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