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Science literacy is integral to all communities worldwide. To date there have not been any published studies that investigate how social and cultural factors contribute to science literacy. Critical analysis of sociocultural backgrounds of students can aid in a deeper understanding of factors that could affect science literacy. This study aimed to explore the relationship between sociocultural experiences and science literacy by analyzing demographic data, sociocultural factors, and previous science learning experiences against science literacy survey outcomes. Preliminary data identified differences in science literacy outcomes associated with various sociocultural factors (e.g., nationality, political affiliation, community versus household views towards science). Implications of this study could provide a more comprehensive understanding of thus far unidentified influences that contribute science literacy outcomes.