Valuing Literacy: The Science and Mathematics Value Inventory (SaM-VI)

该项目介绍了科学和数学价值观清单（SaM-VI），这是一个全面的清单，确定了本科生对科学和数学素养的价值。虽然这个工具在检查所有学生的教育成果是有用的，但主要目的是为那些不主修STEM领域的学生。SaM-VI提供了一个审查、修改和加强跨学科数学/科学课程的机制。更重要的是，这份清单支持国家课程改革和提高数学和科学素养，为大学和学院提供了一种手段，以确定他们的通识教育数学和科学课程是否真正改变了学生的生活。它还强化了建构主义的原则，即知识的有效应用不仅取决于学生拥有多少知识和如何组织知识，而且还取决于他们对知识的感受，特别是他们对知识的价值。本调查问卷调查了学生在正式教学后对数学和科学素养的重视程度如何（或是否）发生变化。该项目有五个重要成果。SaM-VI的开发允许：（i）评估科学和数学素养的感知价值与成绩之间的关系，（ii）评估学生对科学和数学素养价值的感知的纵向变化，（iii）检查科学和数学素养感知价值的性别差异，（iv）探讨种族对科学和数学知识认知价值的影响，以及（v）传播35个伙伴机构计划用于评估课程的评估工具。

This project introduces the Science and Math Values Inventory (SaM-VI), a comprehensive inventory that determines the value undergraduate students place on science and math literacy. Although this instrument is useful in examining educational outcomes for all students, the main aim is for those who do not major in STEM fields. The SaM-VI provides a mechanism to review, modify, and enhance interdisciplinary math/science curricula. More importantly, this inventory supports national curricular reform and improved literacy in mathematics and science by providing universities and colleges a means to determine if their general education math and science programs have truly made a difference in the lives of students. It also reinforces the constructivist tenet that the effective application of knowledge depends not only on how much knowledge students have and how they organize it, but also on the feelings they associate with that knowledge and especially the value they place on it.The major component of this project is the development of the Science and Math Values Inventory (SaM-VI). This inventory investigates how (or if) the value students place on math and science literacy changes following formal instruction. This project has five significant outcomes. The development of the SaM-VI allows: (i) the assessment of the relationship between the perceived value of science and math literacy and achievement, (ii) the assessment of longitudinal changes in students' perception of the value of science and math literacy, (iii) the examination of gender-related differences in perceived value of science and math literacy, (iv) the exploration of the impact of ethnicity on perceived value of science and math literacy and, (v) the dissemination of an assessment tool that 35 partner institutions plan to use to evaluate curricula.