The perceptions of science classes survey: What undergraduate science reform efforts really need to address

Nine-hundred twenty two undergraduates completed an 80-item survey that ass essed their perceptions of undergraduate science classes. Factor analysis o f the items yielded 6 factors: (1) Pedagogical Strategies, (2) Faculty Inte rest in Teaching, (3) Student Interest and Perceived Competence in Science, (4) Passive Learning, (5) Grades as Feedback, and (6) Laboratory Experienc es. Women differed significantly from men on the Pedagogical Strategies, Pa ssive Learning, Grades as Feedback, and Laboratory Experiences factors. Cor relational analyses and evidence from distinct groups supported the survey' s construct validity. Students reported room for improvement of the science faculty's pedagogical practices. From the students' perspective, how infor mation is taught appears to be at least as much of a concern as what inform ation is taught.