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1 January 2014 Life Science Literacy of an Undergraduate Population
Stephanie R. Medina, Evan Ortlieb, Sandra Metoyer
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Abstract

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).

©2014 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Stephanie R. Medina, Evan Ortlieb, and Sandra Metoyer "Life Science Literacy of an Undergraduate Population," The American Biology Teacher 76(1), 34-41, (1 January 2014). https://doi.org/10.1525/abt.2014.76.1.8
Published: 1 January 2014
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