Design and Impact of an Undergraduate Civic Science Course

Autor/inn/en	Garlick, Jonathan; Bergom, Inger; Soisson, Annie
Titel	Design and Impact of an Undergraduate Civic Science Course
Quelle	In: Journal of College Science Teaching, 49 (2020) 4, S.41-49 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Curriculum Development; Program Evaluation; Undergraduate Students; Interdisciplinary Approach; Science and Society; Citizen Participation; Scientific Literacy; Communication Skills; Student Evaluation; Feedback (Response); Student Attitudes; Massachusetts + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programme evaluation; Programmevaluation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kommunikationsstil; Schulnote; Studentische Bewertung; Schülerverhalten; Master-Studiengang
Abstract	An interdisciplinary group of faculty members from Tufts University developed an undergraduate civic science course designed to help students better understand and interpret the broad, sociocultural impacts of science. The course teaches principles of civic science and was designed around four facets of learning. These facets lay groundwork for students to fully explore, through dialogue and writing, connections between science, personal values, and civic life. We present an overview of the course structure, challenges and goals, and student feedback from surveys and focus groups about the impact of the course. Students developed an appreciation that science is accessible, personal, relevant, and indispensable to their civic lives--especially those with interests in the humanities and social sciences. Students also learned a "working language" of a science issue and an understanding of the personal relevance of an issue in ways that informed their personal and professional lives. The approach frames science learning around real-world issues of personal relevance that challenge students to find personal and civic solutions to society's most daunting problems that exist at the nexus of science, technology, and society. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/nstas-journals-digital-editions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01