Integrating Sustainability Across and Within the Science Curriculum

将可持续发展融入科学课程之中

• 批准号: 0942235
• 负责人: Charles Niederriter
• 金额: $ 15.4万
• 依托单位: Gustavus Adolphus College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2014-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942235&HistoricalAwards=false
• 关键词: Integrating; Sustainability; Across; Within; Science

Interdisciplinary (99) A model that integrates interdisciplinary experiences relating to sustainability across the science curriculum and throughout all four of a student's college years is being developed and tested. Interdisciplinary learning across the sciences is advanced through laboratory experiences in sustainability for four different audiences: 1) first-year non-science students; 2) science students in introductory courses; 3) science majors in intermediate level courses; and, 4) junior and senior level students majoring in the sciences. The goal for the introductory and non-science students is an initiation to the science and technology of sustainability, drawing connections between multiple disciplines and enhancing quantitative, thermodynamic, and sustainability literacy. At the intermediate level, concepts of sustainability are integrated within existing science laboratories to heighten interest and student awareness of energy issues and to make interdisciplinary connections. Finally, the project encourages synthesis of the science and technology by science majors as they approach graduation with interdisciplinary sustainability projects and service learning projects. Seminars with a sustainability focus enhance the effectiveness of the program by highlighting the interdisciplinary nature of the topic, as well as helping to build a cohort of students interested in it. Integrating sustainability across the science curriculum is a means to educate students about this important area while teaching quantitative skills and increasing interest and enthusiasm for science. Studies suggest that students retain more knowledge and develop better logical and analytical skills if they have a more active role in the learning process. It is clear that students have a better attitude toward learning science and learn more when the scientific material is connected to real world issues affecting their lives.

跨学科(99)正在开发和测试一种模式，该模式将与可持续发展有关的跨学科经验整合到整个科学课程和学生的所有四个大学年中。通过为四种不同的受众提供可持续发展方面的实验室经验，促进了跨学科的跨学科学习：1)非理科一年级学生；2)入门课程的理科学生；3)中级课程的理科专业学生；以及4)主修理科的初级和高级学生。入门和非理科学生的目标是启动可持续发展的科学和技术，在多个学科之间建立联系，并提高量化、热力学和可持续发展的素养。在中级，可持续发展的概念被整合到现有的科学实验室中，以提高学生对能源问题的兴趣和认识，并建立跨学科联系。最后，该项目鼓励科学专业的学生在即将毕业时通过跨学科的可持续发展项目和服务学习项目来综合科学和技术。以可持续发展为重点的研讨会通过突出主题的跨学科性质以及帮助建立一批对此感兴趣的学生来提高课程的有效性。将可持续发展纳入科学课程是一种教育学生了解这一重要领域的手段，同时教授量化技能，并提高对科学的兴趣和热情。研究表明，如果学生在学习过程中发挥更积极的作用，他们就会保留更多的知识，发展更好的逻辑和分析技能。很明显，当科学材料与影响他们生活的现实世界问题联系在一起时，学生学习科学的态度会更好，学到的东西也会更多。