Engaging Non-Science Majors by Integrating Biology and the Liberal Arts

Autor/inn/en	Bozzone, Donna M.; Doyle, Mary Beth
Titel	Engaging Non-Science Majors by Integrating Biology and the Liberal Arts
Quelle	In: Bioscene: Journal of College Biology Teaching, 43 (2017) 2, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-2422
Schlagwörter	Interdisciplinary Approach; Biology; Science Instruction; Liberal Arts; Team Teaching; After School Programs; Clubs; Disabilities; Race; Sex; Gender Issues; Laboratories; Nonmajors; Experiential Learning; Scientific Concepts; Program Effectiveness; First Year Seminars; College Freshmen; Group Discussion; Writing Assignments; Vermont + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Handicap; Behinderung; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Geschlechterfrage; Laboratory; Laboratorium; Experiental learning; Erfahrungsorientiertes Lernen; Studienanfänger; Gruppendiskussion
Abstract	We describe a pair of fully integrated courses designed to teach biology to non-majors in a manner that connects authentically to the liberal arts. The co-taught courses were organized around the question: What does it mean to be human? Students investigated this question in the context of three topics: dis/ability, race, and sex and gender. In addition, a lab program was integrated in the courses to enhance student understanding of the scientific process and to underscore the necessity of evidence to support all claims and assertions. We also implemented a weekly afterschool science club with children from the Pomerleau Boys and Girls Club. Students, many of whom were science averse prior to taking these courses, thrived. Based on the quality of their writing and class discussion, it was clear that students became increasingly adept at connecting biology to other ways of knowing and to larger issues in their lives. Similarly, they became more skillful at "doing" science in laboratory. Not only did students design and implement interesting experiments, they effectively guided children in their own explorations. (As Provided).
Anmerkungen	Association of College and Biology Educators. Web site: http://acube.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01