文章基本信息

标题：Promoting Science Literacy through an Interdisciplinary Approach
本地全文：下载
作者：Karen Ross ; Mary Ann Hooten ; Glenn Cohen 等
期刊名称：Bioscene
印刷版ISSN：1539-2422
出版年度：2013
卷号：39
期号：1
页码：21-26
语种：English
出版社：Association of College and University Biology Educators
摘要：Recognition of the value of a scientifically literate citizenry has driven American science education reform since the 1950s. We have seen some improvement in the comprehension of science facts in the past 10-20 years, but far less improvement in Americans understanding of the nature of science. College science courses are ideal venues for promoting science literacy. However, in an effort to condense a complicated subject into a single semester, the nature of science is often lost amidst the facts presented in a freshman survey course, often the entirety of a non-science majors experience in science. We argue that an interdisciplinary approach that integrates the sciences and the humanities can attract non-science majors, increasing these students' exposure to scientific concepts by relating them to students' existing interests and knowledge. This fosters science literacy by teaching students that science is a process of human inquiry with a distinct methodology, instead of simply a litany of facts. We recommend that a successful interdisciplinary course should present an engaging topic with which students can identify, incorporate opportunities for student research, and offer site visits to working laboratories.
关键词：science literacy;education reform;interdisciplinary teaching;chronobiology;history