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Scientific literacy and undergraduate education at Rutgers University
Descriptive
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Title
Scientific literacy and undergraduate education at Rutgers University
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Clinch
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Emily
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Emily Clinch
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author
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Rosenthal
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Yair
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Advisory Committee
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Yair Rosenthal
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chair
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Sikes
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Elisabeth
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Advisory Committee
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Elisabeth Sikes
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internal member
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Robert
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Advisory Committee
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Robert Chant
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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theses
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2007
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2007
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English
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electronic
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vi, 55 pages
Abstract
As 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.
Note
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M.S.
Note
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Includes bibliographical references (p. 36-41).
Subject
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Topic
Oceanography
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Science--Study and teaching
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Science
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Topic
Literacy
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Topic
College students--Attitudes
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15809
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ETD_458
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doi:10.7282/T32R3Q1K
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ETD graduate
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Rights
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The author owns the copyright to this work.
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Copyright protected
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Open
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Emily Clinch
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Rutgers University. Graduate School - New Brunswick
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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