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Science is an inherently quantitative endeavor, and general education science courses are taken by a majority of college students. As such, they are a powerful venue for advancing students skills and attitudes toward mathematics. This article reports on the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a numeracy assessment instrument designed for college-level general education science students. It has been administered to more than four thousand students over eight semesters of refinement. We show that the QuaRCS is able to distinguish varying levels of quantitative literacy and present performance statistics for both individual items and the instrument as a whole. Responses from a survey of forty-eight Astronomy and Mathematics educators show that these two groups share views regarding which quantitative skills are most important in the contexts of science literacy and educated citizenship, and the skills assessed with the QuaRCS are drawn from these rankings. The fully-developed QuaRCS assessment was administered to nearly two thousand students in nineteen general education science courses and one STEM major course in early 2015, and results reveal that the instrument is valid for both populations.
As large-scale international collaborations become the standard for astronomy research, a wealth of opportunities have emerged to create innovative education and public outreach (EPO) programming. In the past two decades, large collaborations have fo
In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development effo
Secondary school teachers often lack the necessary content background in astronomy to teach such a course confidently. Our theory of change postits that an increased confidence level will increase student retention in astronomy and related STEM field
We are developing a new research based assessment (RBA) focused on quantitative reasoning -- rather than conceptual understanding -- in physics contexts. We rapidly moved administration of the RBA online in Spring 2020 due to the COVID-19 pandemic. W
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills invo