Science education and civic engagement : the next level

著者

書誌事項

Science education and civic engagement : the next level

Richard D. Sheardy, Wm. David Burns, editor[s] ; sponsored by the ACS Division of Chemical Education

（ACS symposium series, 1121）

American Chemical Society , Distributed in print by Oxford University Press, c2012

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注記

"This book evolved from a symposium held at the 242th[sic] annual meeting of the American Chemical Society in August 2011 at Denver, CO."--Pref.

Includes bibliographical references and index

内容説明・目次

内容説明

This book evolved from a symposium held at the 242th annual meeting of the American Chemical Society in August 2011 at Denver, CO. The symposium, hosted by the Division of Chemical Education, focused on incorporating SENCER (Science Education for New Civic Engagements and Responsibilities) ideals into science curricula. SENCER embraces the notion that science education should provide students an opportunity to learn science, to think critically about global issues, and to act as citizen scientists. The contributors to this book have a deep appreciation for science education reform and an understanding of the associated issues. This volume is a follow up to Science Education and Civic Engagement: The SENCER Approach (Edited by Richard D. Sheardy, ACS Symposium Series 1037, 2010) that contained chapters about course redesign, assessment and effective scientific communication. This new book focuses on how the SENCER approach has been expanded to include not just individual courses, but programs of study.

目次

  • Contents
  • Preface
  • Acknowledgment
  • 1. Meeting the Challenges of Large Scale Educational Reform: SENCER and
  • the Problem of "Knowledge Inequality"
  • Wm. David Burns
  • 2. Incorporating an Environmental Research Project Across Three STEM
  • Courses: A Collaboration between Ecology, Organic Chemistry, and
  • Analytical Chemistry Students
  • Douglas E. Latch, W. Lindsay Whitlow, and Peter J. Alaimo
  • 3. Weaving a Tapestry of Change: Implementing SENCER on Campus
  • DonnaJean A. Fredeen
  • 4. How To Build a Transdisciplinary Certificate
  • Jeffrey B. Robb and Richard D. Sheardy
  • 5. Teaching and Learning on Radioactive Landscapes: Nuclear Unclear
  • Cathy Middlecamp
  • 6. Connecting Head, Hand, and Heart: SENCER and Becoming a Chemist
  • Matthew A. Fisher
  • 7. Bringing SENCER's Civic Engagement Strengths to Large Research
  • Universities: A "Trojan Horse" Hybrid Model To Initiate Incremental
  • Course Reform
  • Garon C. Smith
  • 8. Stop, Look, Listen: Making a Difference in the Way Future Teachers Think
  • About Science and Teaching
  • Carolyn M. Viviano, Maria R. Alderete, Catie Boarts, and Meredith McCarthy
  • 9. Formal/Informal Science Learning through Civic Engagement: Both Sides
  • of the Education Equation
  • Alan J. Friedman and Ellen F. Mappen
  • 10. SENCER and the Dual Poster Concept: Translating Science into Common
  • Language
  • Le Shepard, Nicole Wallis, and Cynthia Maguire
  • 11. Disseminating Curricular Models: Bringing SENCER to the Next Level
  • Eliza Jane Reilly
  • 12. STEM Practice and Assessment: SENCER's Influence on Educators
  • Danielle Kraus Tarka and Janice Ballou
  • 13. Using the SENCER-SALG To Reveal Student Learning in a Large-Scale
  • Environmental Chemistry Course for Non-Majors
  • Trace Jordan
  • 14. The Importance of Interface: A Tale of Two Sites
  • Stephen B. Carroll
  • 15. Applying the Innovation Diffusion Model to SENCERizing the Curriculum:
  • Has SENCER Crossed the Chasm?
  • Amy M. Shachter and Jon J. Barnett
  • Editors' Biographies
  • Indexes
  • Author Index
  • Subject Index

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