College students lack scientific literacy, study finds

Jan 07, 2011
A study co-authored by Michigan State University's Charles Anderson suggests US college students lack scientific literacy. Credit: Michigan State University

Most college students in the United States do not grasp the scientific basis of the carbon cycle – an essential skill in understanding the causes and consequences of climate change, according to research published in the January issue of BioScience.

The study, whose authors include several current and former researchers from Michigan State University, calls for a new way of teaching – and, ultimately, comprehending – fundamental scientific principles such as the conservation of matter.

"Improving students' understanding of these biological principles could make them better prepared to deal with important environmental issues such as global climate change," said Charles "Andy" Anderson, MSU professor of teacher education and co-investigator on the project.

The study was led by Laurel Hartley, assistant professor at the University of Colorado Denver who started the work as a postdoctoral researcher at MSU. Co-researchers include Anderson, Brook Wilke, Jonathon Schramm and Joyce Parker, all from MSU, and Charlene D'Avanzo from Hampshire College.

The researchers assessed the fundamental science knowledge of more than 500 students at 13 U.S. colleges in courses ranging from introductory biology to advanced ecology.

Most students did not truly understand the processes that transform carbon. They failed to apply principles such as the conservation of matter, which holds that when something changes chemically or physically, the amount of matter at the end of the process needs to equal the amount at the beginning. (Matter doesn't magically appear or disappear.)

Students trying to explain weight loss, for example, could not trace matter once it leaves the body; instead they used informal reasoning based on their personal experiences (such as the fat "melted away" or was "burned off"). In reality, the atoms in fat molecules leave the body (mostly through breathing) and enter the atmosphere as carbon dioxide and water.

Most students also incorrectly believe plants obtain their mass from the soil rather than primarily from carbon dioxide in the atmosphere. "When you see a tree growing," Anderson said, "it's a lot easier to believe that tree is somehow coming out of the soil rather than the scientific reality that it's coming out of the air."

The researchers say biology textbooks and high-school and college science instructors need to do a better job of teaching the fundamentals – particularly how matter transforms from gaseous to solid states and vice-versa.

It won't be easy, Anderson said, because students' beliefs of the are deeply engrained (such as the misconception that plants get most of their nutrients from the soil). Instructors should help students understand that the use of such "everyday, informal reasoning" runs counter to true scientific literacy, he said.

The implications are great for a generation of citizens who will grapple with complicated environmental issues such as clean energy and carbon sequestration more than any generation in history, Anderson said.

"One of the things I'm interested in," he said, "is students' understanding of environmental problems. And probably the most important environmental problem is global . And that's attributable to a buildup of carbon dioxide in the atmosphere. And understanding where that is coming from and what you can do about it fundamentally involves understanding the scientific carbon cycle."

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Arkaleus
1.7 / 5 (6) Jan 07, 2011
Great, Carbon Cash Charlie will help our kids understand why climate change is caused by human consumption. That will help them accept taxes and fines based on carbon consumption, rather than principles of limited government and constitutional law.

Carbon Charlie's sociology, psychology, and economic skills are sharp enough it seems, but I think it's his science skills that need a bit of work.

I guess it's part of the natural cycle, predation of the unaware by the crafty and devious is as natural as the changing weather.
Parsec
4.3 / 5 (6) Jan 07, 2011
Arkaleus - you do realize don't you that you are arguing against scientific literacy don't you? I would expect that everyone, on both sides of this debate, would welcome a greater understanding of science and the principles involved.

Your quite understandable fear about the consequences to our economy imposed by increasing CO2 doesn't mean that CO2 is not increasing. It is sort of like saying the crime didn't happen because you don't want to pay the fine. Its just a lie.
geokstr
1 / 5 (6) Jan 07, 2011
Ah, yes, the standard leftist line when the serfs and peasants and proles won't listen to their more brilliant rulers - you're just too stupid so we'll have to take control. In your best interests, of course. Trust us.

Professors, we're laughing at the superior intellects.
sihaya
3 / 5 (2) Jan 08, 2011
ugh scientific literacy needs to be made a priority in our society.
patnclaire
1 / 5 (1) Jan 13, 2011
A vocal advocate could make the same case for fields like physics and chemistry and mathematics. The new age will be dominated by other fields such as genetics (math and biology), nano (chemistry), quantum (physics & math), more exotic system arrangements (math, chaos, fractals), new politics (cause & effect, unintended consequences, decision theory), ethics & morals (just because you can doesn't mean you should - self restraint and self control).
Yes, I know the old argument that one does not have to know how to make a car or what goes into making one in order to drive one.
It should certainly be everybody's right to as much education and training as they desire so as to be productive members of society. The ideal of education is enlightenment. The down side is that it makes social and political control more difficult as everybody develops opinions and minds of their own.

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