Teaching Quantitative Reasoning for Nonscience Majors through Carbon Footprint Analysis

Autor/in	Boose, David L.
Titel	Teaching Quantitative Reasoning for Nonscience Majors through Carbon Footprint Analysis
Quelle	In: Journal of College Science Teaching, 44 (2014) 2, S.18-25 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Nonmajors; Statistical Analysis; Data Collection; Computation; Climate; Environmental Education; Program Descriptions; Thinking Skills; Teaching Methods; Data Interpretation; Data Analysis; Science Activities; Laboratory Experiments; Assignments; Educational Practices; Educational Strategies; Science Process Skills; College Science + Suchen Sie Ihr Suchwort? Statistische Analyse; Data capture; Datensammlung; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Data evaluation; Datenauswertung; Auswertung; Laboratory work; Laborarbeit; Assignment; Auftrag; Zuweisung; Bildungspraxis; Lehrstrategie
Abstract	Quantitative reasoning is a key intellectual skill, applicable across disciplines and best taught in the context of authentic, relevant problems. Here, I describe and assess a laboratory exercise that has students calculate their "carbon footprint" and evaluate the impacts of various behavior choices on that footprint. Students gather data from their own lives, use an online calculator to estimate their footprints, graph and compare data from different scenarios, and analyze and interpret the results. In the process, they recognize and modify naïve conceptions about activities that contribute greenhouse gases and gain an appreciation for how quantitative analysis can lead to unexpected insights and greater confidence in their knowledge of an issue. (As Provided).
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