Who I am, Where I’m from, why I’m here. I teach science-based courses to adult learners within a liberal-arts framework of study. My courses and teaching methods are highly stylized, reflecting my personal experience and knowledge-base My goals as an educator are to inspire life-long learners through science classes that are content rich, engaging, and relevant. I am here to share this approach and discuss opportunities to strengthen online science curriculum; Presenting a transdisciplinary approach to science instruction for adult students engaged in distance learning
Why are we interested in a discussion on science pedagogy?? ****Science is the predominant organizing philosophy by which we explain observed phenomena and develop new technologies. Nonetheless, the majority of adults have a poor understanding of the scientific process and its related body of knowledge.**** Society is also enamored with science, cult, pseudoscience: Divici Code Importance to modern public policy, civics, aesthetics. We also want individuals who can make contributions to society. - Incredibly effective means of organizing information to derive plausible explanations for observed phenomena Relationship between pedagogy and outcomes for science literacy Contrast between short-term content goals and life-long relevance Many people throughout the world cannot answer simple, science-related questions. Nor do they have an understanding of the scientific process. However, U.S. adults may be somewhat more knowledgeable about science than their counterparts in other countries, especially Russia and China. Science knowledge in the United States is not improving. Survey respondents' ability to answer most questions about science has remained essentially unchanged since the 1990s, with one exception: more people now know that antibiotics do not kill viruses. This may be attributable to media coverage of drug-resistant bacteria, an important public health issue. Although the U.S. survey has not shown much change over time in the public's level of knowledge about science, the most recent Eurobarometer does show an increase. The change occurred in almost all countries surveyed; Belgium, Germany, Ireland, Luxembourg, and the Netherlands recorded double-digit increases between 1992 and 2005 in the percentage of correct responses to science literacy questions. There is considerable variation in science knowledge across countries in Europe. Less than half the American population accepts the theory of evolution. Whether and how the theory of evolution is taught in public schools remains one of the most contentious issues in science education. Belief in various forms of pseudoscience is common in both the United States and other countries. Scholars who make it their business to study such things estimate the numbers of scientifically literate Americans to be: fewer than 7% of adults 22% of college graduates 26% of those with graduate degrees
Incredibly effective means of organizing information to derive plausible explanations for observed phenomena scientific method of experimentation – hypothesis testing using controls and replicates
Other components of science that we need to recognize and teach: science is beautiful and all-together human. To develop pedagogy we need to define desired outcomes – what should most adults know about science and what should they appreciate about science? We are in luck because the public is inherently interested in science or representations of science – CSI, Davinci Code
Why are we talking about literacy?? Defns for science literacy modeled on relative importance given to content knowledge and critical thinking. Critical thinking – ability to evaluate information and opinions in a systematic, purposeful, efficient manner Science literacy emphasizes content knowledge within a framework of scientific research
Scientific literacy lies in an understanding of empirical study, including its limits, and a realistic view of science as a professional activity
What qualities should a person exhibit to meet this description of literacy????? How do we facilitate the development of such individuals. Proportional mix of content, critical thinking skills, and self-motivation My goals is to create a network of life-long learners who love science
Time – students able to access information when they are ready for it. Students are able to review material multiple times. Have opportunity to identify areas requiring additional work/understanding, quasi-permanent record MI approach - Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence Communication – opportunity to address questions following research, record of dialogue, Student Contribution – dialogue and discussion, journal posting, pictures, films, resources,
Basic Premise of Course Design. Scientific understanding is shaped by patterns and processes acting in natural and cultural systems. There is an intrinsic value to teaching science within an interdisciplinary domain. This not only includes but necessitates inclusion of studies in the liberal arts. In other words, I take a systems approach to teaching pedagogy. Student contributions and concept improvisation are fundamental to the courses (why??) Great Migrations Lecture 3 - animal orienteering; Lecture 5 marine migration (good links/images) Use of pop culture phrases, lit, etc. ***Stylized, image rich, open to exploration. Living in Winter Environments Lecture 6: animal adaptations; online labs Lecture 7, super-cooling and cryonics; online labs Journal Sharons The Fragmented Landscape Lecture 3 – watershed, rivers, GIS demonstration of hierarchical systems Journal – Julies, good example of sharing info from home. The Architecture of Life Lecture 9 – branching structures and fractals.
Important to recognize that communication is a process not a set of end points. Information is filtered by and individuals knowledge-base and life-experience. Complexity," as a label of a scientific interest area, generally refers to the study of large-scale systems with many interacting components. mathematically, goes back to Andrei Kolmogorov 's attempt to give an algorithmic foundation to notions of randomness and probability and to Claude Shannon 's study of communication channels via his notion of information. In both cases, complexity is synonymous with disorder and the lack of structure The second sense of "complexity" refers instead to how structured, intricate, hierarchical, and sophisticated a natural process is. That is, in this sense, "complexity" is an indicator of how many layers of order or how many internal symmetries are embedded in a process.
Narratives place emphasis on first and second person voice. Fragmented Landscape Lecture 3 – waterfall Great Migrations Lecture 3 – animal orienteering etc. Review of different guidance systems. Insects and salmon orienteering using sense of smell Arch life – Lect 1. Use of patterns teacher needs to be human.
Focus on establishing relevance and appealing to varying interests among students. Must be willing to allow conversations to meander a bit. This way students can capitalize on their experience and interests. Lecture 3 – Arch life: Pythagoreans and Greek concept of unity; earliest concept of stoichiometry from primary elements. Concepts of unity prevail in modern science and philosophy. Plato’s symbolic philosophy has also influenced the thinking of artists, architects, and inventors alike Oddly, evolve into notion of irreducibility of universe. See Buckminster Fuller and Synergetics. Lect 9 Arch life: branching structures, development of complexity theory, non-linear chaotic systems. Other areas of study: art, film, literature: e.g. post-modern literature “Travels in the Scriptorium” by Paul Astor; non-linearity Human behavior: riots, use of internet as examples of emergent patterns and self-organization Arch life: Lect 8 ??
Fragmented Landscape – lecture 7 – cumulative impacts; Natural resource management – invasive species; pesticides and herbicides, nanotechnology and materials (risk assessment) Importance of real life problems. Using issues that are inherently value laden or ambiguous , the students develop their ability to distinguish reason and emotion within the context of empirical analysis. They also learn to understand the strengths and limits of scientific data in the development of public policy.
Frag Landscape Lect 3: watershed concept, hierarchical theory, nested hierarchies. Frag Lanscape – syllabus: runoff models Living in winter – morph index (didn’t do this past spring) Visual references – better when dynamic, GIS or Google Earth Opportunities available through Google Earth, Stella, GIS, and the Integrated Laboratory Network
Internet is unique platform for self-expression and participation. Issues of ownership and multiple opportunities for success . Misha’s journal site. Trip to France and similarity to ant-hills.
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Argues against reliance on course-management systems and market model approaches to higher education. Rather it advocates for faculty who design, deliver, and own the intellectual content of their courses.
Argues against reliance on course-management systems and market model approaches to higher education. Rather it advocates for faculty who design, deliver, and own the intellectual content of their courses.