Integrating Science and Society into Non-majors Science Courses

 

Jane Beiswenger & Mark Lyford

Tested Studies in Laboratory Teaching, 2008, Volume 29

Abstract

In today’s fast changing world it is becoming increasingly important for citizens to understand the complex connections and interactions between science and society. In three of our science courses for nonmajors at the University of Wyoming we have placed an emphasis on integrating societal issues with course content. Each involves a different approach with varying scale of engagement. In one biology course of 40 elementary education majors, students are required to give a short presentation about an article they find in a newspaper, popular magazine, or reliable web source. Following the report, each student formulates questions about what they have heard. Questions are categorized as fact, opinion, or explanation questions and are tracked throughout the semester. In an integrated science course of 60 students, discussion sections serve as the means for integration of societal issues. During the semester, students investigate three issues that are complex from both a social and scientific standpoint. Different methods are used in training students on each issue, such as concept maps and cost/benefit analyses. Pre- and post-surveys are given to assess student learning. In a larger biology course (100- 150 students), the entire semester is centered on three questions about issues that involve both science and society, such as genetic engineering. Through integrated lectures, discussions and laboratories, students investigate the aspects of biology and related sciences that are needed to answer the questions and understand the societal impacts of each issue.

Keywords:  teaching methods, teaching assessment

University of Kentucky (2007)