Value of a College Education : A Longitudinal Study of Science Literacy
Date
2013-05Author
Hanley, Eric
Ryan, Danielle
Donovan, Bryan A.
Advisor(s)
Bleske-Rechek, April L.
Metadata
Show full item recordAbstract
Science literacy refers to knowledge of fundamental scientific facts, understanding of the process of science, and understanding of science's impact on society (Miller, 1989). Exposure to college-level science courses explains
substantial variance in science literacy and has also been credited for America's higher level of science literacy overall relative to other countries (National Science Board, 2010). However, the suggestion that college-level
science coursework leads to growth in science literacy has not been tested with a longitudinal design that can account for selection effects -- the possibility that people with strong science literacy select into coursework in science. Moreover, recent longitudinal studies of
American college student development (Arum & Roksa, 2011; Blaich & Wise, 2011) implicate limited growth in analytical thinking during college. The purpose of this longitudinal study was to determine whether students in a public, four-year liberal arts university experience growth over three years in science literacy and, if that growth occurs, whether it is robust
across gender and discipline of study.
Subject
College discipline
College freshmen--Knowledge--Science
College students--Knowledge--Science--Sex differences
College seniors--Knowledge--Science
Posters
Permanent Link
http://digital.library.wisc.edu/1793/66915Type
Presentation
Description
Color poster with text, graphs, and tables.
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