Science Literacy Concept Inventory (SLCI) results provide faculty with information about students’ grasp of science literacy. Wrong answers on the SLCI reveal students’ common misconceptions about science, information which can be used to direct and improve teaching related to science literacy. For example, responses to SLCI of students in a particular course may reveal that many students hold a misconception that human perceptions alter physical laws. Armed with this knowledge, faculty could aim instruction at improving students’ understanding of how science rests on physical laws that are unchanged by public opinion or perception.
Course Changes. Understanding what misconceptions students hold helps WSU instructors know how to target instructional improvements. To address key misconceptions, faculty have made changes to their UCORE courses, such as:
- Incorporating mini writing assignments related to science literacy and metacognition
- Adding an assignment where students take one misconception and investigate the effects of the misconception on society
- Leading student discussion of SLCI results in class, including misconceptions
Assessment results inform continual reflection and discussion of teaching and learning; they contribute to decision making to ensure effective teaching and learning. Decisions can include choosing to make changes, continue current effective practices, or build on strengths.
For additional information about how student learning evidence contributes to decision making intended to support student learning and quality educational programs, including general education, see Use of Student Learning Evidence. See Key Assessments for additional information about the Science Literacy Concept Inventory.