A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university

Abstract

This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The results of the research study suggest that participants express their idea of scientific literacy through storytelling, real world connections, technology, and collaboration. Results suggest that diversity in the perception of scientific literacy within these themes did occur, either actually or conceptually. The research used the definition and components set forth by the National Research Council as a benchmark when looking at the participants' own definition, incorporation and evaluation of scientific literacy.