Making Interdisciplinary Courses Work with Constructivism and Science, Technology and Society (STS)

Autor/in	Hollenbeck, James E.
Titel	Making Interdisciplinary Courses Work with Constructivism and Science, Technology and Society (STS)
Quelle	In: College Quarterly, 9 (2006) 2, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Constructivism (Learning); Humanities; Interdisciplinary Approach; Science Instruction; Science Education; Science and Society; Technology Education; College Instruction; Undergraduate Study + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Humanwissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Hochschullehre; Grundstudium
Abstract	Educators expect students to question, explain, hypothesize, and devise tests to determine validity concerning science and its applications. The traditional approach of presenting individual courses concentrating on single disciplines and ignoring linkages to other disciplines is abysmal. If we expect students to understand how science is related to the humanities, it is important to provide the links and bring the disciplines together in a coherent interdisciplinary course using Science, Technology, and Society together in a constructivist methodology. Science, Technology, and Society and constructivism recognize that science does not operate in a vacuum nor does student learning. Knowledge is continuing being assembled by learners and science learning must be taught in the scope of the human experience and understanding. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10