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.  » More …

Faculty have used results from the Science Literacy Concept Inventory (SLCI) in a variety of ways to inform and improve their science literacy instruction including adapting assignments and more explicitly addressing science literacy concepts in instruction. Academic degree programs have used the data to compare students at different academic levels. At the institutional level, SLCI data has been used to indicate progress toward institutional learning goals.  » More …