ERIC Number: EJ1127398
Record Type: Journal
Publication Date: 2017-Jan
Reference Count: N/A
Science Classrooms as a Gateway to Comprehensive Pedagogy
Cagle, Nicolette L.
Journal of College Science Teaching, v46 n3 p8-9 Jan 2017
Historically, societies have relied on universities and colleges to provide a space for young citizens to experiment with and explore the innovative approaches needed to address contemporary problems. Yet today, many universities serve as diploma mills that succeed in getting students onto the job market, but fail to give those students tools for real innovation. This article discusses the importance of college-level science classrooms practicing interdisciplinarity (combining of two or more academic disciplines into one activity). College-level science classrooms can practice interdisciplinarity by merging coursework at three levels: (1) between the trades and traditional learning; (2) among traditional divisions of knowledge (e.g., science and humanities); and (3) within traditional divisions of knowledge (e.g., within the sciences). Science courses could explicitly teach content and also explore real-world problems in lab sections. College science administrators and teachers can leverage role models by creating a culture of mentoring; by addressing heart, compassion, beauty, and critical thinking in the college classroom; thereby reclaiming their roles as leaders of progress and innovation, and thereby turning away from the diploma mill paradigm.
Descriptors: Science Instruction, College Science, Interdisciplinary Approach, Teaching Methods, Science and Society, Mentors, Role Models, Critical Thinking, Global Approach
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A