Utility of Metric Conversion for Success in Introductory College Science Courses

Abstract

Cross-connections between the sciences and mathematics are emphasized through the Next Generation Science
Standards and the Common Core State Standards in the United States. One topic that is a common bridge between
math and science is the concept of measurement and unit conversions in the metric/English system. This article uses
a mixed-methods research design attempt to highlight the significance of this topic to demonstrate scientific literacy
and for preparing students to be college ready. An analysis of content from college level introductory physical
science textbooks, middle and high school math and science teacher surveys, clinical interviews and college studentsurveys
are used to show how this critical concept may not be getting the attention it deserves in the US school
systems. Furthermore, the critical need to have specific questions related to this topic on standardized state
assessments has been suggested. The results indicate the need to reify this topic more extensively over the school
years, especially since the metric system of measurement is not a part of daily life in the United States.