Exploration of previous science experiences and sociocultural factors that influence science literacy of first-year college students

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dc.contributor.advisorFeille, Kelly
dc.contributor.authorShelton, Kristen
dc.contributor.committeeMemberGibson, Phil
dc.contributor.committeeMemberHouser, Neil
dc.contributor.committeeMemberRuan, Jiening
dc.date.accessioned2023-12-11T18:38:28Z
dc.date.available2023-12-11T18:38:28Z
dc.date.issued2023-12-15
dc.date.manuscript2023-12-06
dc.description.abstractScience literacy is an important element for individuals in any society. How a person engages with scientific information can help or hinder the progress of society. Science literacy can advance society through evolution of technology, advancements in healthcare, and comprehensive ways to protect the planet. While a scient literate society itself should be a global goal, modern science is rooted in Eurocentric ways of knowing. It is important to understand that the differences in social and cultural experiences play a part in how people see and interact with the world around them. The purpose of this study was to examine relationships between previous science experiences, sociocultural experiences, and science literacy of first-year college students. To gain a better understanding of factors that contribute to science literacy, an anonymous survey was distributed to first year college students at a single university. The survey was designed using the embedded method which included both quantitative and qualitative questions which pertained to participants’ demographics, previous science experiences, sociocultural experiences, as well as a science literacy assessment. Correlation analysis was utilized to assess quantitative responses. Reflexive thematic and sentiment analysis was used to analyze qualitative responses. Lastly, critical discourse analysis was employed to investigate instances of identity, agency, and power, identified within open-ended responses. Results indicated that there were a greater number of relationships between sociocultural experiences and science literacy than between previous science experiences and science literacy. Furthermore, critical analysis identified several instances of identity, agency, and power in participant responses.en_US
dc.identifier.urihttps://hdl.handle.net/11244/340033
dc.languageen_USen_US
dc.subjectScience Literacyen_US
dc.subjectSocioculturalen_US
dc.subjectScience educationen_US
dc.subjectCritical discourse analysisen_US
dc.subjectPrevious science experiencesen_US
dc.subjectEmbedded designen_US
dc.thesis.degreePh.D.en_US
dc.titleExploration of previous science experiences and sociocultural factors that influence science literacy of first-year college studentsen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US
shareok.orcid0009-0005-8221-7805en_US

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