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Promoting Science Literacy through an Interdisciplinary Approach
- Source :
-
Bioscene: Journal of College Biology Teaching . May 2013 39(1):21-26. - Publication Year :
- 2013
-
Abstract
- Recognition of the value of a scientifically literate citizenry has driven American science education reform since the 1950s. We have seen some improvement in the comprehension of science facts in the past 10-20 years, but far less improvement in Americans' understanding of the nature of science. College science courses are ideal venues for promoting science literacy. However, in an effort to condense a complicated subject into a single semester, the nature of science is often lost amidst the facts presented in a freshman survey course, often the entirety of a non-science major's experience in science. We argue that an interdisciplinary approach that integrates the sciences and the humanities can attract non-science majors, increasing these students' exposure to scientific concepts by relating them to students' existing interests and knowledge. This fosters science literacy by teaching students that science is a process of human inquiry with a distinct methodology, instead of simply a litany of facts. We recommend that a successful interdisciplinary course should present an engaging topic with which students can identify, incorporate opportunities for student research, and offer site visits to working laboratories.
Details
- Language :
- English
- ISSN :
- 1539-2422
- Volume :
- 39
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Bioscene: Journal of College Biology Teaching
- Publication Type :
- Academic Journal
- Accession number :
- EJ1020525
- Document Type :
- Journal Articles<br />Reports - Descriptive