Introducing Science Literacy into General Education: Experiences from Spring 2012

Teaching SymposiumAugust 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

• MissionThe 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

• DefinitionScientific 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 Content1. Social Problems2. Social Class3. Race4. Gender5. Sexual Orientation6. Additional Course Unit

CULF 2321

• Course Content1. Social Problems2. Social Class3. Race4. Gender5. Sexual Orientation6. Additional Course Unit

• Science Inclusions

1. Vaccines2. Physiology of Stress3. Natural Selection4. Biological vs.

Sociological

5. Ecosystems & Environment

CULF 2321Student Ranking of Course Units:

Environment:

11 responded as LEAST favorite

nobody’s favorite

CULF 2321Comments:-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

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 Post-colonialism. – 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