FLIPPING OR FLOPPING IN A GENERAL EDUCATION EARTH SCIENCE CLASS

2017 ◽  
Author(s):  
David H. Voorhees ◽  
Keyword(s):  
General Education ◽  
Earth Science ◽  
Science Class

Applications of Undergraduate Research Proposals in General-Education Earth-Science Courses

1996 ◽  
Vol 44 (2) ◽  
pp. 197-201 ◽  
Author(s):  
Curt Daniel Peterson ◽  
Linda Lee Anderson ◽  
William David Michtom
Keyword(s):  
General Education ◽  
Earth Science ◽  
Undergraduate Research ◽  
Science Courses

EXPERIMENTS FOR THE EARTH SCIENCE CLASS

1950 ◽  
Vol 50 (3) ◽  
pp. 221-221
Author(s):  
Julius Sumner Miller
Keyword(s):  
Earth Science ◽  
Science Class ◽  
The Earth

Sonification and Science Pedagogy: Preliminary Experiences and Assessments of Earth Science Data Presented in an Undergraduate General Education Course

2018 ◽  
Author(s):  
Mark Ballora ◽  
Christopher Roman ◽  
Robert Pockalny ◽  
Karen Wishner
Keyword(s):  
Science Education ◽  
General Education ◽  
Rhode Island ◽  
Undergraduate Students ◽  
Earth Science ◽  
Science Data ◽  
Science Pedagogy ◽  
Introductory Course ◽  
Earth Science Data ◽  
The University

This paper describes preliminary investigations into how sonifications of scientific graphs are perceived by undergraduate students in an introductory course in oceanography at the University of Rhode Island. The goal is to gather data that can assist in gauging students’ levels of engagement with sonification as a component of science education. The results, while preliminary, show promise that sonified graphs improve understanding, especially when they are presented in combination with visual graphs.

scholarly journals Planets, Pulsars, And Poetry

1990 ◽  
Vol 105 ◽  
pp. 57-61
Author(s):  
S.B. Yorka
Keyword(s):  
United States ◽  
General Education ◽  
Core Curriculum ◽  
The United States ◽  
Science Class

For many of us in the United States, the majority of our students are in descriptive astronomy classes. And since these classes typically satisfy general education or core curriculum requirements that must be completed by all students, the students can range from those genuinely interested in astronomy to those who are taking the class because “it sounded less boring” than other options available. Whichever end of that spectrum the students occupy, many of them approach astronomy with quite a bit of anxiety because it is a science class. In student lore, a science class is a class that is by definition more difficult — perhaps verging on the impossible — than other classes, one that discusses totally foreign things in an arcane language and, above all, is a class that has no connection with anything else in the curriculum, except maybe another science class.

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