Integrated Concentration in Science: An Interdisciplinary Problem-Solving Program

Autor/inn/en	Purington, Stephanie; Nieswandt, Martina
Titel	Integrated Concentration in Science: An Interdisciplinary Problem-Solving Program
Quelle	In: Journal of College Science Teaching, 51 (2022) 3, S.59-66 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Interdisciplinary Approach; Student Centered Learning; Teaching Methods; Science Programs; Science Instruction; Teacher Student Relationship; Student Attitudes; Feedback (Response); Criticism; Undergraduate Students; College Faculty; Problem Solving; Educational Objectives; Massachusetts + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Kritik; Fakultät; Problemlösen; Educational objective; Bildungsziel; Erziehungsziel; Master-Studiengang
Abstract	The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group endeavors. Researchers evaluated the first- and second-year courses to determine whether instructors implemented the student-driven curriculum as planned and how students perceived the courses with respect to pedagogy and collaboration experiences. Results of a mixed-methods study that included observations, interviews, and surveys showed that instructors implemented a student-centered approach as planned; provided help only when students asked for it or obviously needed scaffolded support; and answered most student queries with questions intended to promote discussion, research, and reframing. Students expressed satisfaction with the courses and felt their experiences aligned with their expectations of receiving more guidance than direct instruction. At the end of each course, students confirmed that they had, in fact, received good guidance, feedback, and critique from their instructors and little in the way of lectures. Students also expressed that their collaboration skills improved, especially in the areas of group communication and sharing their ideas. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01