Ted M. Clark*, Caroline T. Clark, Sophia Jeong and Jason Cervenec,
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引用次数: 0
Abstract
Addressing the complex and politicized issue of climate change requires innovative educational approaches that transcend traditional disciplinary boundaries. This article describes the development of a collaborative interdisciplinary General Education (GE) course, “Climate Science Chemistry, Education, and Citizenship,″ to merge STEM with non-STEM subjects and address learning objectives that involve personal growth, critical thinking, self-reflection, and informed action. Within a semester-long storyline, the strands of content learning, process, and action are combined and addressed by using content area reading and disciplinary literacy resources. In this Perspective, design considerations of the course are discussed along with educational strategies aiming to cultivate informed, critical, and active citizens ready to tackle the challenges posed by climate change.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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