The Structure and Assessment of a Unique and Popular Interdisciplinary Science Course for Nonmajors

Autor/inn/en	Train, Tonya Laakko; Gammon, David E.
Titel	The Structure and Assessment of a Unique and Popular Interdisciplinary Science Course for Nonmajors
Quelle	In: Journal of College Science Teaching, 42 (2012) 1, S.50-57 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Majors (Students); Learning Strategies; Educational Change; Science Curriculum; Nonmajors; Higher Education; Comparative Analysis; Surveys; Evaluation; Science Instruction; Science Education; Learner Engagement; Educational Improvement; Academic Achievement; Active Learning; Student Attitudes; Grade 8; North Carolina; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Evaluierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Aktives Lernen; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an investigation of course catalogs of 60 randomly selected institutions of higher learning, only 5% offered a similar course. In this paper, we describe the course's unique structure and successful administration. In addition, pre- and postcourse surveys were administered to over 200 students in 10 different sections over the course of one academic year. These data showed that students demonstrated modest increases in science competency, but perceptions of science were unchanged. (Contains 3 tables and 3 figures.) (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	2017/4/10