Difference between revisions of "HSS 2011"
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===Sessions=== | ===Sessions=== | ||
====Linking the past and the present:==== | ====Linking the past and the present:==== | ||
| − | ;Piers:Reflecting on the context in which we teach the history of science. Most students are science and engineering majors. They provide diff challenges than students from other fields. Respect from science and engineering faculty. NSF funding for betterment of STEM education may be served by history integration. | + | ;Piers Hale:Reflecting on the context in which we teach the history of science. Most students are science and engineering majors. They provide diff challenges than students from other fields. Respect from science and engineering faculty. NSF funding for betterment of STEM education may be served by history integration. E.g., see NSF 10-544 Program Solicitation. |
| − | :Study abroad is an opportunity to address student expectations and foster collaboration between instructors. | + | :Study abroad is an opportunity to address student expectations and foster collaboration between instructors. Experience in the field, at least in this case in Ecuador, led instructor to steer away from the pre-planned syllabus. There were social issues like the relationship between locals and a site of oil extraction at Tiputini. Unpredicted local issues in science and society arose, for example the story of Lonesome George, the Galapagos sea turtle who supposedly has no mate, whose true story may be hidden by those who don't want to lose the sense that local fauna are so endangered that they need intense financial support. |
| + | :Zoology at Oklahoma U requires history of science course. Faculty debating whether the longstanding requirement should stand. Pre-med and recently engineering have added a requirement. | ||
| + | :Benefits of history of science:Questions that vex polity are not completely new, conditions can be identified, mistakes can be identified, there are multiple ways to frame inquiries. | ||
| + | :Used pre and post evaluations. | ||
;Shawn:Respect from faculty expressed in curriculum integration? History of science abroad—Primary or secondary? | ;Shawn:Respect from faculty expressed in curriculum integration? History of science abroad—Primary or secondary? | ||
| − | + | ;Mark Borrello, U Minnesota, ex Michigan State:Taught history of science in Tropical Biodiversity and Conservation in Panama. Learned about genealogy of scientists in situ. Modified ecology's pedagogical method of generating inquiries based on individual field experience—e.g. what do students think scientists from earlier times were thinking at this site? | |
[[Category:Conferences]] | [[Category:Conferences]] | ||
[[Category:History]] | [[Category:History]] | ||
Revision as of 05:54, 4 November 2011
History of Science Society Joint conference with SHOT and SSSS.
November, 2011
Sessions
Linking the past and the present:
- Piers Hale
- Reflecting on the context in which we teach the history of science. Most students are science and engineering majors. They provide diff challenges than students from other fields. Respect from science and engineering faculty. NSF funding for betterment of STEM education may be served by history integration. E.g., see NSF 10-544 Program Solicitation.
- Study abroad is an opportunity to address student expectations and foster collaboration between instructors. Experience in the field, at least in this case in Ecuador, led instructor to steer away from the pre-planned syllabus. There were social issues like the relationship between locals and a site of oil extraction at Tiputini. Unpredicted local issues in science and society arose, for example the story of Lonesome George, the Galapagos sea turtle who supposedly has no mate, whose true story may be hidden by those who don't want to lose the sense that local fauna are so endangered that they need intense financial support.
- Zoology at Oklahoma U requires history of science course. Faculty debating whether the longstanding requirement should stand. Pre-med and recently engineering have added a requirement.
- Benefits of history of science:Questions that vex polity are not completely new, conditions can be identified, mistakes can be identified, there are multiple ways to frame inquiries.
- Used pre and post evaluations.
- Shawn
- Respect from faculty expressed in curriculum integration? History of science abroad—Primary or secondary?
- Mark Borrello, U Minnesota, ex Michigan State
- Taught history of science in Tropical Biodiversity and Conservation in Panama. Learned about genealogy of scientists in situ. Modified ecology's pedagogical method of generating inquiries based on individual field experience—e.g. what do students think scientists from earlier times were thinking at this site?
