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dc.contributor.authorSchalk, Kelly
dc.contributor.authorBenson, Spencer
dc.date.accessioned2011-09-29T14:42:31Z
dc.date.available2011-09-29T14:42:31Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/1903/11858
dc.descriptionA case that promoted scientific literacyen_US
dc.description.abstractPreparing a person for life beyond a classroom has been a priority of the science education reform movement. Researchers have proposed the use of Socioscientific Issues (SSI) as a way of helping learners become scientifically literate members of society. This investigation examined the effects of a SSI based curriculum on students’ ability to interpret scientific information and changes in their epistemological beliefs. Qualitative data from multiple sources were analyzed. Students’ interpretative skills of science as well as their beliefs about the nature of knowledge, simplicity of knowledge, and perceptions of their ability to learn science improved.en_US
dc.language.isoen_USen_US
dc.subjectScience Educationen_US
dc.subjectSocioscientific Issuesen_US
dc.subjectCurricular Developmenten_US
dc.subjectScientific Literacyen_US
dc.subjectEpistemological Beliefsen_US
dc.subjectDiversityen_US
dc.titleA Case to Study: Fostering Scientific Literacy in Non-Majorsen_US
dc.typeOtheren_US
dc.relation.isAvailableAtCell Biology & Molecular Geneticsen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtCollege of Computer, Mathematical & Natural Sciencesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


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