Transcript Slide 1

Introducing Science Literacy into General Education:
Experiences from Spring 2012
Teaching Symposium
August 23, 2012
Presenters
•
•
•
•
Richard Kopec, NSCI
Victoria Hill, Adjunct Faculty
Bob Strong, UNPG
Charles Porter, BSS
Implementation support provided by Rebecca
Brady, Kay Butterfield, & Paul Walter
Outline
• Background
• Science Literacy Action Plan
• Pilot Projects:
– CULF 2321: Victoria Hill
– CULF 3330: Bob Strong
– CULF 3331: Charles Porter
• Next Steps
Note
Scientific Literacy was also inserted in the CULF
3330/3331 student workshops, under the direction
of Kay Butterfield and Rebecca Brady. Time
constraints do not allow for a presentation on this
aspect of the project, which is still in process. Our
focus in this presentation is on course level pilot
projects.
Background
• AAC&U Project Team
–David Blair, Jason Callahan, Alex
Barron, Richard Bautch, Richard
Kopec, Mity Myhr, Julie Sievers,
Gloria White, Christie Wilson
• Action Plans
–Scientific Literacy
Science Literacy Action Plan
• Mission
The Mission of St. Edward’s University and a Holy Cross education includes
an emphasis on critical thinking and encourages students to address critical
issues of society and to seek justice and peace. The crucial and essential
influence of science and technology on the evolution of the modern world is
a pervasive and fully integrated influence that will continue to have a
significant impact on the development of human society across the globe.
For our students to contribute to the ongoing efforts to address critical
societal issues in a meaningful way, the need for basic scientific and
technological knowledge is essential. Our goal is to ensure that all
graduates of the university possess an awareness of fundamental scientific
principles, the ability to discern the scientific elements of critical issues, and
to identify and consult credible sources of information for guidance to make
rational, ethical, and informed choices.
Science Literacy Action Plan
• Definition
Scientific literacy means understanding the values,
attitudes, and skills involved in science, coupled with a
basic understanding of fundamental scientific concepts,
processes, and theories. It involves identifying and
recognizing the importance of science in confronting
critical issues, an understanding of the appropriate role
of science in solving problems, and a recognition and
appreciation of the pervasive and integral influence of
science in modern society.
Science Literacy Action Plan
• Learning Outcomes
1. Demonstrate awareness of fundamental scientific
concepts, processes, and theories.
2. Explain how the use and misuse of science can
influence modern society and public policy.
3. Identify problems that can be addressed by scientific
methods and related processes.
4. Locate reliable sources of scientific information
applicable to critical issues.
Science Literacy Action Plan
• Learning Outcomes
5. Distinguish between science and pseudo-science,
fact and opinion, and fact and beliefs.
6. Interpret and evaluate research involving the
application of science.
7. Propose solutions to real world problems that
require the application of scientific knowledge or
methodology, with a special emphasis on problems
related to social justice and sustainability.
Science Literacy Action Plan
• Learning Outcomes
5. Distinguish between science and pseudo-science,
fact and opinion, and fact and beliefs.
6. Interpret and evaluate research involving the
application of science.
7. Propose solutions to real world problems that
require the application of scientific knowledge or
methodology, with a special emphasis on problems
related to social justice and sustainability.
Science Literacy Action Plan
• Implementation Strategy
– Identify at least three “entry points” where scientific
content can be introduced organically.
– Identify learning outcomes specific to the course and
the content that are consistent with the learning
outcomes of the specific course and the overall
project.
Science Literacy Action Plan
• Implementation Strategy
– Develop appropriate strategy and accompanying
materials to present these concepts to the students.
– Develop appropriate assessment tools to gauge the
incoming and outgoing scientific literacy levels of the
students.
– Develop a plan to assist instructors of these courses
to deliver the new content to their students.
CULF 2321
• Course Content
1. Social Problems
2. Social Class
3. Race
4. Gender
5. Sexual Orientation
6. Additional Course Unit
CULF 2321
• Course Content
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
Vaccines
Physiology of Stress
Natural Selection
Biological vs.
Sociological
Social Problems
Social Class
Race
Gender
Sexual Orientation
5. Ecosystems &
Additional Course Unit
Environment
• Science Inclusions
Pre/Post Tests
% Correct Answers
Pretest
Posttest
21 Students 15 Students
Vaccines 1
Vaccines 2
Race 1
Race 2
Gender 1
Gender 2
61.9
42.8
80.1
66.6
33.3
47.6
80
93.3
93.3
100
33.3
60
Pre/Post Tests
% Correct Answers
Pretest Posttest
21
15
Students Students
Brain Plasticity
Climate Change
Radiation Sources
Correlation/Causalit y
Scientific Theory:
Definition
80.1
80.1
61.9
80.1
42.8
86.6
73.3
86.6
73.3
73.3
CULF 2321
Student Ranking of Course Units:
Environment:
11 responded as LEAST favorite
nobody’s favorite
CULF 2321
Comments:
-Too much like a science class
-I am currently in Science in Perspective, where
environmental issues have been beaten to death
-This is a topic discussed in every course it seems
-Environment was the worst because it had
nothing new
-Environment is my least favorite because there is
little interesting conversation that comes from the
debate
Pre/Post Tests
Yes/No Opinion Questions
It’s important for the
average person to be
scientifically literate.
I consider myself to be
scientifically literat e .
Pretest
21
Yes: 95%
(1 No)
Posttest
15
Yes: 93%
(1 N/A)
Yes: 52%
(10 No)
Yes: 67%
(4 No)
(1 N/A)
Yes: 80%
(2 No)
(1 N/A)
I am confident in my ability Yes: 76%
to research and understand (5 Nos)
the science associated with
contemporary sciencerelated issues.
I enjoy science.
Yes: 67%
(7 No)
Yes: 47%
(7 No)
(1 N/A)
CULF 3330
• Content: world history and globalization from the 16th to
the 21st centuries.
• Themes: world religions; Economic Theory; Imperialism
and Colonialism; Scientific Revolution & Enlightenment;
Industrialization; and De-colonization and Postcolonialism.
– Science content present, but not strongly
emphasized.
– Existing science themes were amplified, and a new
theme, the evolution of scientific thought from
Aristotle to Newton to Einstein was added.
CULF 3330
• Evolution of scientific thought
– Aristotelian Worldview
• Four elements (earth, air, fire, water)
• Geocentrism
– Scientific Revolution
• Copernicus, Galileo, Newton
• Heliocentrism
CULF 3330
• Evolution of scientific thought
– Newtonian Worldview
• Laws of motion
• Gravity
• Discovery of new planets
– Modern scientific perspectives
• Quantum mechanics
• Relativity
CULF 3330
• Learning Outcomes
– Students will demonstrate knowledge of the
individuals, events, ideas, institutions, scientific
paradigms, and technologies that have developed
connections and conflicts among cultures, nations,
and empires in world history since 1500.
– Students will analyze the role of scientific
developments in influencing culture and society.
CULF 3330
• Learning Outcomes
– Students will demonstrate knowledge of the
individuals, events, ideas, institutions, scientific
paradigms, and technologies that have developed
connections and conflicts among cultures, nations,
and empires in world history since 1500.
– Students will analyze the role of scientific
developments in influencing culture and society.
CULF 3330
• Assessment
– multi-faceted:
• pre-/post-testing the students (knowledge and
attitude) questions about scientific literacy
• scientific literacy essay question on the course’s
final exam.
CULF 3330
• Results
– Knowledge: correct answers increased by 6.7%
overall on the post-test
– Attitude: improved on 7 out of the 8 questions
• on the eighth question their answer remain
unchanged
– Final exam question: Average= 76.2; σ = 12.24;
Median = 80; Mode = 85; Range = 95-55; n = 21.
CULF 3331
• Content
Next Steps
• Refine Spring 2012 implementations
Fall 2012
• NSF-TUES Grant submitted in May
– Funding requested for
• Summer Workshops
• Faculty Curriculum Development Stipends
• Science Content Expert Support
• Student Assistants
• Clerical/Administrative Support