Abstract
Nine-hundred twenty two undergraduates completed an 80-item survey that assessed their perceptions of undergraduate science classes. Factor analysis of the items yielded 6 factors: (1) Pedagogical Strategies, (2) Faculty Interest in Teaching, (3) Student Interest and Perceived Competence in Science, (4) Passive Learning, (5) Grades as Feedback, and (6) Laboratory Experiences. Women differed significantly from men on the Pedagogical Strategies, Passive Learning, Grades as Feedback, and Laboratory Experiences factors. Correlational analyses and evidence from distinct groups supported the survey's construct validity. Students reported room for improvement of the science faculty's pedagogical practices. From the students' perspective, how information is taught appears to be at least as much of a concern as what information is taught.
Published Version
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