Effects of Interest in Science, Study Habits, Sex and Level of Study on the Nature of Science Literacy Level of Undergraduate Chemistry Students of the University of the West Indies, Barbados

Leah Garner-O’neale ,Babalola J Ogunkola

doi:10.5901/jesr.2015.v5n2p267

Leah Garner-O’neale , Babalola J Ogunkola

Open Access

https://doi.org/10.5901/jesr.2015.v5n2p267

Copy DOI

Abstract

In this study, the nature of science (NOS) literacy level of students enrolled in chemistry courses at the UWI-Cave Hill Campus as well as the effect of the students’ general interest in Science, their study habits, level of study and sex on their level of NOS literacy was investigated. A descriptive survey research design was employed utilizing two instruments: the Predictors of Students’ Knowledge of NOS Questionnaire and Wenning’s NOS Literacy Test (NOSLiT). There were 80 students who participated in the study and the data collected was analyzed using the mean scores and standard deviations as well as ANOVA, t-test and linear regression at a 95% confidence level. It was concluded that on average the chemistry students demonstrated good knowledge of the nature of science. There was statistical difference in the students’ level of NOS literacy based on their study habits but not their sex, level of study or interest in Science. The joint contribution of variables to the students; level of NOS literacy was not significant however; their interest in Science was the greatest contributor. DOI: 10.5901/jesr.2015.v5n2p267

Highlights

Scientific literacy has been investigated for many years by a variety of researchers from its inception in the 1950’s (DeBoer, 2000)
This suggests that the chemistry students at the UWI Cave Hill campus are doing fairly well in terms of nature of science literacy since when compared to results from Wenning’s study of 2006, Cave Hill’s chemistry undergraduates did better than the Physics high school students but not as well as their teachers
Is there any significant difference in the level of nature of science (NOS) literacy among undergraduate chemistry students at the UWI Cave Hill campus based on a) Level of study b) Sex c) Interest in science d) Study habits

Summary

Introduction

Scientific literacy has been investigated for many years by a variety of researchers from its inception in the 1950’s (DeBoer, 2000). Much work has been done in defining “scientific literacy” as well as informing curriculum reform to achieve maximum scientific literacy in developed nations such as the USA, Britain and to some extent South Africa (Laugksch & Spargo, 1999). To date it has been understood that scientific literacy is multifaceted and multidimensional; it incorporates concepts and ideas from a variety of scientific disciplines and practices (Schwartz etal., 2006) but yet must be attainable by any citizen so that he or she may use scientific knowledge to inform day to day decisions (Wenning, 2006). Pella et al in 1966 summarized the six most common defining elements of the term scientific literacy and are cited by Wenning (2006) as: Interrelations between science and society; ethics of science; nature of science; conceptual knowledge; science and technology; and science in the humanities. Nature of science is of most interest since according to Wenning (2006), those who are nature of science (NOS) literate “possess knowledge of the content and history of at least one science discipline, plus knowledge of associated scientific nomenclature, intellectual process skills, rules of scientific evidence, postulates of science, science dispositions and major misconceptions about NOS”

Methods

Results

Conclusion