STEM Identity and Scientific Literacy in Nonscience Majors

• In Event: Rethinking Effective Practices in Postsecondary Teaching and Learning

Abstract

This in-progress study examines science identity work and scientific literacy in non-STEM majors. Preliminary findings include students feeling more like science people following their experience in a non-majors biology course, along with strong demonstration of scientific literacy as seen through qualitative data collection (interviews, group discussion, and project presentations). Students also identified as science people in specific contexts: within the classroom and while interacting with science outside of the classroom as well, which also has implications for scientific literacy.

Author

• Krista L. Lucas, Pepperdine University