What Makes Us Who We Are? Investigating the Chemistry behind Genetics in an Interdisciplinary Course for Undergraduate Students. Part I

Autor/inn/en	Johnson, Amy Flanagan; Graves, Chiron W.
Titel	What Makes Us Who We Are? Investigating the Chemistry behind Genetics in an Interdisciplinary Course for Undergraduate Students. Part I
Quelle	In: Journal of College Science Teaching, 46 (2017) 3, S.19-27 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Chemistry; Genetics; Interdisciplinary Approach; Science Instruction; Honors Curriculum; Introductory Courses; College Students; College Faculty; Standards; Course Evaluation; Interviews; Teacher Attitudes; Student Attitudes; Teaching Methods; Course Descriptions; Assignments; Team Teaching; Michigan + Suchen Sie Ihr Suchwort? Chemie; Humangenetik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Collegestudent; Fakultät; Standard; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Assignment; Auftrag; Zuweisung; Teamteaching
Abstract	This article details the aim, development, and implementation of the Chemistry-Genetics Course Collaborative (CGCC), a cotaught offering of a human genetics course with an honors introductory chemistry course. The CGCC was formed to fully integrate the two courses, along with the associated chemistry lab, to create an interdisciplinary scientific community among the students and their professors. The design of the courses was purposefully aligned with the Next Generation Science Standards, incorporating its interwoven strands of disciplinary core ideas, scientific practices, and crosscutting concepts. This article represents Part I of the research and contains the original interdisciplinary plan for the semester, along with the revised schedule after repeated, unified, and purposeful attempts by both faculty members to encourage students to buy into the course design were largely unsuccessful. Detailed descriptions of course assessments and rubrics, issues to be considered in designing such a nontraditional course structure, and reflections on the experience of implementing one are also included. Part II of the research, to be published separately, will focus on the analysis of assessment, attitude, and interview data. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01