RUcore Resource Object
RUcore Resource Object
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Uniform TitleScientific literacy and undergraduate education at Rutgers University
NameClinch, Emily (author), Rosenthal, Yair (chair), Sikes, Elisabeth (internal member), Chant, Robert (internal member), Rutgers University, Graduate School - New Brunswick,
Degree Date2007
Date Created2007
SubjectOceanography,
Science--Study and teaching,
Science,
Literacy,
College students--Attitudes
DescriptionAs has been described extensively (Ryder et al., 1999; Gambro and Switzky, 1996, Korpan et al. 1997) there is a serious discrepancy between the scientific knowledge possessed by scientists and academics and that possessed by the general public. Both knowledge of basic scientific facts and understanding of current environmental problems are significantly lower than would be expected from a well-educated, informed public. In this thesis, I will first discuss the concept of scientific literacy, which addresses an individual or group's understanding of basic scientific principles. We will explore a series of definitions that incorporate factual, application, and emotion-based definitions, then address the current state of scientific education in the United States and major areas of success and failure.
There is a significant correlation between courses taken at the undergraduate level and scientific literacy; thus, we examine student responses to the large, introductory classes at Rutgers University, and we propose methods to improve instructional techniques to result in more effective science instruction. By increasing student involvement, shifting the roles of technology in the classroom, and regularly assessing student performance, we can improve student learning and, thus, enhance the development of scientific literacy.
There is a significant correlation between courses taken at the undergraduate level and scientific literacy; thus, we examine student responses to the large, introductory classes at Rutgers University, and we propose methods to improve instructional techniques to result in more effective science instruction. By increasing student involvement, shifting the roles of technology in the classroom, and regularly assessing student performance, we can improve student learning and, thus, enhance the development of scientific literacy.
NoteM.S.
NoteIncludes bibliographical references (p. 36-41).
Genretheses
Persistent URLhttp://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15809
LanguageEnglish
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.