The ESA21 Project: Environmental science activities for the 21st century

 

Matthew Laposata and John Pratte

Tested Studies in Laboratory Teaching, 2005, Volume 26

Abstract

With its emphasis on interdisciplinary science and real-world relevance, environmental science has gained popularity as an alternative to courses in the traditional science disciplines in non-majors science. While a change to an environmental narrative can increase student interest in science content, supplementary materials (laboratory exercises, course activities) in this discipline have historically suffered from a lack of identity. Most of the commercially-available materials have been modified versions of exercises from biology, chemistry, physics, and geology, and aimed to teach the laboratory skills and analytical techniques needed by science majors. While appropriate for future scientists, such exercises do not provide non-science majors with the skills and knowledge they need to be informed citizens in an increasingly scientific world. To complement the focus of environmental science courses, supplementary materials should emphasize lifestyle examination, ethical considerations, and critical analysis of individual contributions to large-scale regional and global impacts. This allows students to see their place in the environment and how lifestyle changes can facilitate greater environmental sustainability. In this paper, we will describe a collection of activities for environmental science courses that were developed to provide a targeted, relevant, and meaningful experience for non-science majors in introductory courses.

Keywords:  environmental science

Bowling Green State University, Ohio (2004)