Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors influencing levels of scientific literacy, and make recommendations for improving scientific literacy. Participants (n = 255) answered a one-time, 18-item life science questionnaire. A significant difference in content knowledge was found between participants who engaged in informal science learning weekly and participants who did not engage in informal science learning (i.e., learning outside the classroom).
Research Article| January 01 2014
Life Science Literacy of an Undergraduate Population
Stephanie R. Medina;
Stephanie R. Medina
1Stephanie R. Medina is a Graduate Research Assistant in Educational Leadership, Curriculum, and Instruction at Texas A&M University-Corpus Christi, 6300 Ocean Dr. Unit 5818, Corpus Christi, TX 78412-5818; e-mail: email@example.com.
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The American Biology Teacher (2014) 76 (1): 34–41.
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Stephanie R. Medina, Evan Ortlieb, Sandra Metoyer; Life Science Literacy of an Undergraduate Population. The American Biology Teacher 1 January 2014; 76 (1): 34–41. doi: https://doi.org/10.1525/abt.2014.76.1.8
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