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2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Darris R. Means ◽  
Oluwadamilola Babatola ◽  
Chimezie Osondu ◽  
Omowunmi Oni ◽  
...  

A participatory action research approach was used to identify the community cultural wealth Black science majors use to navigate the racial climate at a predominantly white institution (PWI). Black science students use their internal strengths to succeed in their majors, and they create spaces where they share support and resources to thrive at a PWI.


2022 ◽  
Vol 4 (3) ◽  
pp. 71-93
Author(s):  
Karin R. Gastreich ◽  
Amy E. Milakovic

Complex global challenges and declining scientific literacy demand novel approaches to engaging students with science and the natural world. While evidence supports integrating creative and scientific modes of inquiry, these approaches are often separated in undergraduate education. We designed Ecology Through the Writer’s Lens (ETWL) to allow students to explore an ecosystem of critical importance, the tall grass prairie, through an interdisciplinary field experience. Co-taught by Biology and English professors and open to students of all majors, ETWL leverages classroom activities to prepare for and process the immersive field experience over the course of one semester. Field-based exercises include natural history observations, hypothesis building, experimental design, analysis of the literature, and creative/reflective writing. Learning was assessed through multiple assignments, including a final creative project that spanned diverse writing genres. Students met and exceeded expectations with respect to course objectives. Non-science majors learned how scientific knowledge is generated; science majors learned how creative approaches can open new pathways for exploration. Many students overcame fear of natural spaces. Several students independently engaged with tall grass prairie in post-course activities. We conclude that interdisciplinary approaches to field-based inquiry can generate transformative experiences, even when the immersive component is short-term and close to home. ETWL provides one model by which different modes of inquiry can be blended to enhance student appreciation of science, literature, and the environment.


2021 ◽  
Vol 3 (2) ◽  
pp. 1-17
Author(s):  
Tak Cheung ◽  
Sunil Dehipawala ◽  
Ian Schanning ◽  
George Tremberger

The teaching of an introductory astronomy course in remote delivery during Covid-19 lockdown encountered a unique issue in terms of a mixture of three student groups. They are the science majors, science-interested students, and non-science majors to satisfy science requirement in our Two-year community college located in New York City. The learning of how to assess uncertainty would be of a universal concern in the three groups. Uncertainty examples includes shoe size selection experience in daily life for non-science majors, distance measurement uncertainty for science-interested students who are parents, and simulation uncertainty for science majors. Reciting or memorizing a narrative in remote learning should be supplemented with a discussion using an alternative perspective with intellectual maturity, and the uncertainty theme would fit well for the learning of any chapters in an astronomy textbook. Assessment exercise questions are developed. The strategy to discourage rote learning and plagiarism in the remote asynchronous delivery of introductory astronomy at the college level is discussed.


Oceanography ◽  
2021 ◽  
Vol 34 (3) ◽  
pp. 88-89
Author(s):  
Rebecca Freeman ◽  

My college introductory oceanography students—mostly non-science majors—think scientists sit around making up new terms. Despite my teasing warnings that I want to ban flashcards (and online versions such as Quizlet) from my classroom, my students enthusiastically embrace the cards as a study method for learning all those new words. And indeed, we must learn the definitions of words before we can use them. But memorizing definitions is a lowest-level activity in Bloom’s influential taxonomy of learning (Bloom et al., 1956), updated by Anderson et al. (2001). My students don’t aspire to be scientists, but I aspire for them to learn at a higher level. I don’t just want “remembering,” I want “comprehending,” “applying,” and maybe even a touch of “analyzing.” I want them to practice as they learn, a point emphasized over and over again in my class.


2021 ◽  
Vol 5 (8) ◽  
pp. 193-197
Author(s):  
Wei Li ◽  
Yudie Li ◽  
Ran Wang ◽  
Wenpin Lv ◽  
Yonggang Qi

Experimental Design and Data Processing is an important core professional basic course for food science majors. This course is theoretical and practical, and there are many formulas, abstract contents and difficult to understand, and there are some problems in the teaching process, such as students' poor interest in learning, insufficient mastery of what they have learned, and inability to combine theory with practice organically. Through analyzing the existing problems, this paper puts forward some reform measures for the teaching mode of experimental design and data processing by using the intelligent teaching of Superstar platform.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jamie Klapp ◽  
Nicole C. Bouvier-Brown

Purpose This study aims to analyze undergraduate science majors’ perceptions of climate change. Design/methodology/approach Three science major student cohorts at Loyola Marymount University – first-year exposure (first-years taking a course related to climate science), first-year control (first-years taking a course unrelated to climate science) and non-first-year exposure (non-first-years interested in climate science taking a related course) – were given a climate literacy survey at the beginning and end of each course. Student perceptions were also compared with national and local data. Findings First-year students exposed to the topic showed increased awareness of climate change, trust in climate scientists and acknowledgment of the scientific consensus. Exposure also increased the non-first-year cohort’s awareness that global warming is already affecting the country. All three cohorts showed greater awareness of humanity’s role in causing climate change than the public. However, misconceptions regarding technical concepts persisted throughout. Research limitations/implications This was a single-institution study in Los Angeles with a limited sample. Exposure to specific topics varied between cohorts, depending on the learning outcomes of each course. Originality/value Undergraduate science majors have a greater understanding of climate change’s anthropogenic nature compared with local and national populations. First-year students have a lower initial understanding of climate change and less trust in climate scientists than non-first-year students interested in the topic. All science majors can improve their understanding of general concepts and strengthen their confidence in scientists by taking a relevant course. Students struggle to learn specific technical concepts, but can improve their short-term comprehension through studying.


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