Cape Wind: A Public Policy Debate for the Physical Sciences

Autor/in	Mayer, Shannon
Titel	Cape Wind: A Public Policy Debate for the Physical Sciences
Quelle	In: Journal of College Science Teaching, 36 (2007) 7, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Scientific Research; Public Policy; Technology Education; Energy Education; Power Technology; Debate; Controversial Issues (Course Content); Case Method (Teaching Technique); Political Attitudes + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Technisch-naturwissenschaftlicher Unterricht; Antriebstechnik; Debating; Streitgespräch; Controversial issues; Kontroverse; Case method; Fallmethode; Political attitude; Politische Einstellung
Abstract	Since the industrial revolution, technological innovation and the application of basic scientific research have transformed society. Increasingly, critical conversations and legislation regarding national and international public policy have sophisticated scientific underpinnings. It is crucial that we prepare scientists and engineers with an informed scientific worldview and technical expertise to be advisors and participants in these important conversations. This paper describes the use of a debate about a proposed wind farm off the coast of Cape Cod as a platform to explore public-policy issues in a physical-science course. The subject of wind power fits naturally into curriculum related to energy, and is therefore applicable to a broad range of courses found in the disciplines of physics, chemistry, environmental science, and engineering, including general-science courses for nonscience majors. (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10