An Authentic Research Science Curriculum Predicting Student Interest, Scientific Inquiry Competency, and Scientific Literacy Skills

• In Event: Roundtable Session 57
  In Roundtable Session: Investigating Characteristics of Assessment Measures and Data: Applications in K–12 Settings

Abstract

Relationships between authentic research experience in undergraduate courses and student scientific literacy skills were examined using path analysis. Student interest, attitudes, tool and technique skills, and communication ability were mediating variables. The latent structural equation model fit was good (RMSEA = .058, CFI = .92). The number of authentic research courses did not predict scientific literacy skills, but significantly predicted student interest (β = .16), attitudes (β =.22), tool and technique skills (β = .24), and communication skills (β = .26). Interest and communication skills had a direct relationship to scientific literacy (path coefficient = .36 and .26). Participation in authentic undergraduate research as part of a science curriculum has a moderate but positive influence on student scientific inquiry competency.

Authors

• Daihong Chen, Seattle Pacific University

• Jennifer Tenlen, Seattle Pacific University

• Kimberly Murphy, Augustana College

• David M Rhoads, California State University - San Bernardino

• Benjamin J McFarland, Seattle Pacific University

• Andrew Lumpe, Seattle Pacific University

• Brad Goodner, Hiram College

• Lori Scott, Augustana College

• Katey Houmiel, Seattle Pacific University

• Derek Wood