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Science Education as Conversation: Experiments in systemic change in progress

Science Education as Conversation: Experiments in systemic change in progress. Peter Brodfuehrer, Laura Cyckowski, Anne Dalke, Ashley Dawkins, Ann Dixon, Will Franklin, Paul Grobstein & Ian Morton Bryn Mawr and Haverford Colleges, Pennsylvania. Principles

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Science Education as Conversation: Experiments in systemic change in progress

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  1. Science Education as Conversation:Experiments in systemic change in progress Peter Brodfuehrer, Laura Cyckowski, Anne Dalke, Ashley Dawkins, Ann Dixon, Will Franklin, Paul Grobstein & Ian MortonBryn Mawr and Haverford Colleges, Pennsylvania

  2. Principles • Science is a practice of inquiry to get better at, rather than any particular set of facts or understandings to master. • The practice of science is a continual process of making observations, of developing understandings to make sense of those observations, and making further observations to test and revise those understandings. • Science is a deeply social activity, one in which observations and understandings are shared and expanded by interactive exchange. • Science is a deeply human activity, one that relates to problems and questions of concern to everyone.

  3. Practice • Emphasize the acts of inquiry: observations and interpretations, hands-on activities, continual observation/ interpretation/testing cycles, interactive exchanges with the widest possible participation. • Connect classroom activities to common human concerns, individual/social/cultural/political. • Encourage students to develop a personal participation in and learn from the ongoing development of science as a social and human activity. • Downplay lectures, textbooks, examinations

  4. Current evaluation Science as conversation can be done at all levels of the curriculum, and yields enhanced student and faculty engagement. It produces students better equipped to deal with science in broader social contexts, and makes significant contributions to an improved public understanding of science. Student uncertainties about course objectives, and shared student and faculty concern about content coverage and professional preparation can be addressed through incremental but persistence change across all educational levels. Problems requiring further work include development of new assessment methods specifically designed to measure achievement consistent with the objectives of science as conversation pedagogies.

  5. Supported by the Center for Science and Society and the Howard Hughes Medical Institute program for undergraduate science education at Bryn Mawr College, and by the Serendip website (http://serendip.brynmawr.edu).

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