The Effect of Research on Changes in Interest in Science and Technology in College

• In Event: 14.037 - Applications of the Rasch Model in Multiple Disciplines

Abstract

We revalidate a multidimensional scale for measuring interest in science and technology for college non-majors and demonstrate its ability to detect change in this group over an 8-week time period. Change in interest was measured in response to two types of scientific literature-based learning approaches: a scientific practice approach and a traditional, quiz-driven approach. Both led to gains in interest in learning environmental science and careers in environmental science across an 8-week time period. Interest in using technology for learning increased in students using the scientific practice approach while decreasing in students using the reading/quiz approach. Interest in technology as a learning tool may relate to technological literacy, which must be taught explicitly in the context of authentic inquiry experiences.

Authors

• William Lee Romine, Wright State University

• Troy D. Sadler, University of Missouri - Columbia