Chemistry, Society, and Civic Engagement (Part 1): The SENCER Project

• Catherine Hurt Middlecamp ^[1] ; Trace Jordan ^[2] ; Amy M. Shachter ^[3] ; Karen Kashmanian Oates ^[4] ; Sue Lottridge ^[5]
  1. [1] University of Wisconsin–Madison

     University of Wisconsin–Madison

     City of Madison, Estados Unidos

     
  2. [2] New York University

     New York University

     Estados Unidos

     
  3. [3] Santa Clara University

     Santa Clara University

     Estados Unidos

     
  4. [4] Harrisburg University of Science and Technology

     Harrisburg University of Science and Technology

     City of Harrisburg, Estados Unidos

     
  5. [5] James Madison University

     James Madison University

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 83, Nº 9, 2006, pág. 1301
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Science Education for New Civic Engagements and Responsibilities (SENCER) is a national dissemination project for courses in science, technology, engineering, and mathematics. SENCER courses connect science and civic engagement by teaching through complex, contested, current, and unresolved public issues to the underlying scientific principles. This paper describes two chemistry courses for non-majors that are based on the SENCER principles, and lists the full array of SENCER model courses that were developed through the project. It also describes the challenges instructors face in designing a SENCER course, setting and assessing the goals of the course, and in teaching for civic engagement.