Civic Engagement in an Undergraduate Science Literacy Course Focused on Socioscientific Issues and Decision Making

• In Event: 66.080 - Science Teaching and Learning SIG Paper Session: Undergraduate Focus

Abstract

One goal of higher education is to increase citizens’ engagement in civic and democratic processes, particularly about challenging issues with scientific components. In a novel post-secondary science literacy class focused on socioscientific issues and decision-making, we collected data to describe students’ interest and perceived ability to impact issues. Students’ generally felt that they could impact issues and primarily focused on education, advocacy and personal choices. Additionally we documented significant increases in students’ attitudes about social justice, interpersonal and problem solving skills, and political awareness at the end of the semester. Our work suggests a model for how formal science classrooms can play a role in supporting students’ civic engagement and science literacy.

Authors

• Jenny M Dauer, University of Nebraska - Lincoln

• Jena Wilson, University of Nebraska - Lincoln