Research & Scholarly Achievement
at Gallaudet University


Advancing students' science literacy

ID: 2340
Status: Completed
Start date: August 2013
End Date: December 2018

Description

The goal of this study is to advance students' science literacy and improve biology laboratory courses. Becoming science literate involves developing skills related to accessing science information beyond the classroom. However, science literacy is more than science knowledge and skills. Science literacy also involves seeing oneself as capable of engaging with science -- or being a "science person" -- and seeing science in everyday life. With positive attitudinal growth, students are more likely to engage with science outside of class. Using a mixed methods approach, the project focuses on learning about students' self-conception as a science person and attitudes about science influence science literacy development. The study focuses on learning how teaching practices can foster positive growth in students' attitudes toward science. The project will uncover student-informed strategies to cultivate students' affinities for science. Findings will be used to improve undergraduate science learning.

Principal investigators

Additional investigators

Priorities addressed

Funding sources

Products

2016

Gormally, C. and A. Marchut. (2016, July). “Science isn’t my thing:” Exploring non-science majors’ science identities. Poster presented at the Society for the Advancement of Biology Education Research (SABER), Minneapolis, MN.

Gormally, C. and A. Marchut. (2016, March) “Science isn’t my thing:” Exploring non-science majors’ science identities. Poster presented at the 2016 Gallaudet University Research Expo, Washington, DC.

Gormally, C., Sullivan, C. S., & Szeinbaum, N. (2016). Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students. Journal of Microbiology & Biology Education, 17(2), 215–224. 

2017

Gormally, C. (2017, Spring). Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.CBE-Life Sciences Education; 16:1. 

Gormally, C. and A. Marchut. (2017). Inquiry-based laboratories & affective learning outcomes: do these labs improve students’ attitudes toward science and science identities? Poster presented at the Gallaudet University Research Expo, Washington, DC.

Gormally, C. and A. Marchut. (2017, Janurary). “Science isn’t my thing:” Exploring non-science majors’ science identities. Journal of Science Education for Students with Disabilitie, Vol 20:1. 

Marchut, A. and C. Gormally (2017). Successes and limitations of inquiry-based laboratories on affective learning outcomes for deaf, hard-of-hearing, and hearing signing students. Poster presented at the National Association for Research in Science Teaching, San Antonio, TX.

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