Citizens first! democracy, social responsibility and chemistry
著者
書誌事項
Citizens first! democracy, social responsibility and chemistry
(ACS symposium series, 1297)
American Chemical Society , Distributed in print by Oxford University Press, c2018
- タイトル別名
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Citizens first : democracy, social responsibility and chemistry
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
Traditionally science has been strictly disciplined to march in a very restricted parade arena. The disciplinary walls are especially thick. Guards and billboards have been posted everywhere to maintain order by keeping unruly non-science subjects out and scientists, for the most part, in. The argument has been that the purity of science will be contaminated if mere human life and public issues seep into research studies, labs, and the everyday teaching of science.
The consequences of such a stance have harmed the teaching and learning in science and put the bulk of humanity and the planet earth at unnecessary risk. In a recent National Survey of Student Engagement (NSSE), 61% of seniors responded overall by saying they "often" or "very often" connected learning to societal problems or issues in their major. But the contrasts across majors were wildly different. For instance, 78% of seniors in social sciences majors reported connecting societal problems
or issues in their major. By contrast, for physical sciences, math, and computer science, only 38% of seniors responded affirmatively. Of the ten clustered majors in the NSSE question, the lowest rated three categories were all science disciplines.
AAC&U also just awarded twenty-four mini-grants to departments interested in beginning a dialogue about layering civic engagement and social responsibility across levels in the major. Twenty-five percent of the awardees were in science departments: a sign that more scientists have gone AWOL. That is good news for student learning, for scientific discoveries, for the health of the planet and its people, and for the civil society that seems to be dangerously unraveling in the U.S. and many
spots around the globe.
目次
Foreword
Citizens First! An Historical Perspective
1. Teaching Chemistry with Civic Engagement: Non-Science Majors Enjoy
Chemistry When They Learn by Doing Research that Provides Benefits to the Local Community
2. Value of Using STEM Professionals in the K-12 Classroom: Connecting Chemistry to the Real World
3. Introduction to Environmental Issues as a Chemistry for Non-Science Majors Course
4. Partnerships that Foster Civic Engagement in Undergraduate Science
Education and Research: Assessment of an Urban Zoo
5. Developing Sustainable Pollinator Gardens for Habitat and Education
6. Connecting Chemistry to Community with Deliberative Democracy
7. Crossing Boundaries: Teaching Chemistry for Prisoners and Non-Majors
8. Incorporating Intercultural and Global Competencies into Higher Education STEM Programming
9. Communicating Your Research to the Public: A Trip to the Mall
10. Assessing Citizenship: Questioning Our Goals
Editors' Biographies
Author Index
Subject Index
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