Science That Matters

未来教师和其他非科学专业学生的科学素养需求正在通过实施基于国家科学教育标准和关注现实问题的多地点大学水平跨学科科学课程序列来解决。教学能力也正在通过教师专业发展和课程材料升级来解决，涉及来自五个机构的教师（南佛罗里达大学、希尔斯堡社区学院、海牛社区学院和佛罗里达州的圣彼得堡学院以及西弗吉尼亚州的费尔蒙特州立学院）。项目的直接成果包括一个由15-25名准备好的教师组成的网络，10-12个升级模块（测试版），以及提高目标学生群体（包括准备成为教师的大学生群体）科学素养的措施。智力优势：通过实施“重要的科学”课程和课程材料，向该计划的教师介绍有关学习和实践这些策略的最新文献。教师的反思和反馈用于改进教学和课程材料。学生成绩的衡量标准包括逻辑思维测试（TOLT）、美国大学入学考试（ACT）的大学学业进步评估（CAAP）、一个开发了衡量智力进步的写作评估项目，以及教师对学生学习的评估。更广泛的影响：该项目为非科学专业/未来小学教师的科学素养培养提供了一个示范课程序列和课程材料。在不同的机构和不同的学生群体中实施，为在全国范围内实施和持续改进材料提供了宝贵的指导。模块化的课程材料和评价工具广泛适用，对不同的受众有用。

The science literacy needs of future teachers and other non-science majors are being addressed through implementation of a multi-site college level interdisciplinary science course sequence based on the National Science Education Standards and focused on real-life issues. Instructional capacity is also being addressed through faculty professional development and curriculum materials upgrades involving faculty from five institutions (University of South Florida, Hillsborough Community College, Manatee Community College and St. Petersburg College from Florida and Fairmont State College in West Virginia). Project direct outcomes include a network of 15-25 prepared instructors, 10-12 upgraded modules (beta versions), and measures of improved science literacy of the target student population, a diverse population of college students including those preparing to be teachers. Intellectual Merit: Faculty in the program are introduced to recent literature on learning and practice these strategies through the implementation of the "Science That Matters" courses and curricular material. Faculty reflection and feedback is used to improve instruction and the curricular materials. Measures of student outcomes included Test of Logical Thinking (TOLT), The ACT's Collegiate Assessment of Academic Progress (CAAP), a project developed writing assessment measuring intellectual progress, and faculty assessment of student learning. Broader Impacts: The project provides a model two course sequence and curricular materials for achieving science literacy among non science majors/future elementary school teachers. Implementation at diverse institutions and among diverse student populations provides valuable guidance for implementation around the nation and for continuing improvements to materials. The modular curricular materials and the evaluation instruments are broadly applicable and useful to a diverse audience.