NDLI: Co-Teaching and Cognitive Spaces: An Interdisciplinary Approach to Teaching Science to Nonmajors

Content Provider	Springer Nature Link
Author	Flannery, Maura C. Hendrick, Robert
Copyright Year	1999
Abstract	This paper describes a course, ‘Science, Technology and the Public in the Nineteenth Century’, which is both interdisciplinary and co-taught by a biologist and an historian. The rationale for including social history in such a course is to make nonscience majors more aware of both the process of science and its relationship to society. An example of the social history component of the course is offered in a discussion of Louis Pasteur and his adulation by the French public. Since Pasteur's popularity was based as much on nonscientific as on scientific factors, we use his career to illustrate concepts about science in its cultural context that we want our students to understand. The course's content is then presented with reference to objectives we hope to achieve. Finally we indicate how, with our varied backgrounds, co-teaching this course led to a sharing of our cognitive spaces and how this was a positive experience for both ourselves and our students.
Starting Page	589
Ending Page	603
Page Count	15
File Format	PDF
ISSN	09267220
Journal	Science & Education
Volume Number	8
Issue Number	6
e-ISSN	15731901
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	1999-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Philosophy of Science Mathematics Education History Interdisciplinary Studies
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

History, Philosophy and Science Teaching: Some Answers to “How?”

Falsification, Anomalies and the Naturalistic Approach to Cognitive Change

Bolzano‘s Approach to the Paradoxes of Infinity: Implications for Teaching

Physics Teaching: Mathematics as an Epistemological Tool

Science, Philosophy of Science and Science Teaching

The Historical-Genetical Approach to Science Teaching at the Oberstufen-Kolleg, Bielefeld

History and Philosophy of Science-Based Approach to Science Teaching at its Best

Philosophy and Quantum Mechanics in Science Teaching

Using the History of Electricity and Magnetism to Enhance Teaching

Co-Teaching and Cognitive Spaces: An Interdisciplinary Approach to Teaching Science to Nonmajors

Similar Documents

History, Philosophy and Science Teaching: Some Answers to “How?”

Falsification, Anomalies and the Naturalistic Approach to Cognitive Change

Bolzano‘s Approach to the Paradoxes of Infinity: Implications for Teaching

Physics Teaching: Mathematics as an Epistemological Tool

Science, Philosophy of Science and Science Teaching

The Historical-Genetical Approach to Science Teaching at the Oberstufen-Kolleg, Bielefeld

History and Philosophy of Science-Based Approach to Science Teaching at its Best

Philosophy and Quantum Mechanics in Science Teaching

Using the History of Electricity and Magnetism to Enhance Teaching

Co-Teaching and Cognitive Spaces: An Interdisciplinary Approach to Teaching Science to Nonmajors