Materials Science as an Avenue for Interdisciplinary SMET Education

工程材料科学(57)1991年，阿尔卑斯山的铜器时代人奥茨的木乃伊遗骸帮助我们了解公元前3500年左右人们是如何生活的。我们还发现了他用来狩猎的工具，并帮助他生存下来，从而对当时人们对材料的理解有了重要的了解。使用OTZI作为材料科学问题的焦点，为我们提供了探索科学、数学、工程和技术(SMET)概念的丰富机会。我们已经开发了一个单一的基于网络的原型模块，它使用建构主义的方法和将讲师的讲课与我们模块中的内容相结合的“中断授课”方法。本单元旨在作为课堂体验，在线材料将作为补充，以更好地教育具有不同学习风格的学生。我们邀请了非理科专业的学生以及物理和材料工程专业的学生参加我们的大一材料科学班。我们已经解决的关键问题是，需要帮助非理科和工程学专业的学生使用这种主题方法来培养解决问题的技能，以构建材料科学中的SMET内容。使用这个主题方法，我们的模块将包括人类进化、艺术、探索、政治、健康和交通，仅举几例。

Engineering - Materials Science (57)The mummified remains of the copper-age man Otzi in the Alps in 1991 helps us understand how people lived around 3,500 BC. We also discovered the tools he used to hunt with and helped him to survive thus gaining important insights as to the peoples' understanding of materials around that time. Using Otzi as a focal point for materials science issues has provided us with a wealth of opportunity to explore science, math, engineering, and technology (SMET) concepts. We have developed a single prototype web-based module that uses a constructivist approach and an "interrupted lecture" method that integrates the instructor's lecture with content from our module. This module is meant to be used as an in class experience which will be supplemented by online materials to better educate students with different learning styles. We have engaged non-science majors along with physics and materials engineering students in our freshman materials science class. The key problem that we have addressed is the need to help both non-science and engineering majors develop problem solving skills using this thematic approach for structuring SMET content in materials science. Using this thematic approach our module will include human evolution, art, exploration, politics, health, and transportation, to name a few.