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Direct linkLydia Horne; Amanda Manzanares; Nicholas Babin; Emily A. Royse; Lee Arakawa; Eunice Blavascunas; Lisa Doner; Daniel Druckenbrod; Ennea Fairchild; Meghann Jarchow; Barry R. Muchnick; Prajjwal Panday; Denielle Perry; Rebecca Thomas; Anne Toomey; Brian H. Tucker; Camille Washington-Ottombre; Shirley Vincent; Steven W. Anderson; Chelsie Romulo – Journal of Geoscience Education, 2024
Interdisciplinary environmental and sustainability (IES) programs are different from other fields because they focus on a complex integration of humanities, social, and natural sciences concepts centered on the interactions of coupled human and natural systems. The interdisciplinary nature of IES programs does not lend itself to traditional…
Descriptors: Interdisciplinary Approach, Environmental Education, Sustainability, Higher Education
Peer reviewedKincanon, Eric – Physics Teacher, 1996
Presents a course, Physics and Time, that centers on a few topics that students with limited mathematics training and no previous science can explore in depth. Discusses concepts of time, measuring time, arrows of time, and linearity versus nonlinearity. (JRH)
Descriptors: Course Descriptions, Higher Education, Physics, Scientific Concepts
Potgieter, M.; Davidowitz, B.; Mathabatha, S. S. – South African Journal of Higher Education, 2008
The introduction of an outcomes-based curriculum in South Africa together with a new syllabus for physical sciences for grades 10-12, prompted the development of an instrument to monitor conceptual understanding in chemistry at the secondary-tertiary interface. This instrument was used to evaluate placement within different programmes at tertiary…
Descriptors: Student Placement, Chemistry, Foreign Countries, Outcomes of Education
Gibbs, Hope – Techniques Making Education and Career Connections, 2004
A wine analysis for most is: take a sip, and either like it or don't. Not so for the students taking wine analysis courses at California Polytechnic State University in San Luis Obispo, California. In the college's new Wine Analysis Laboratory, students learn how to run chemical analyses of wines and compare chemical profiles of wines. Professor…
Descriptors: Laboratories, Grants, Alcohol Education, Higher Education
Peer reviewedArons, Arnold B. – American Journal of Physics, 1999
Believes that a student's understanding of energy concepts can be enhanced by introducing and using the concept of internal energy by articulating the first law of thermodynamics in a simple, phenomenological form without mathematical encumbrances. (Author/CCM)
Descriptors: Course Descriptions, Curriculum Development, Higher Education, Physics
Peer reviewedUritam, R. A. – American Journal of Physics, 1975
Discusses the roots of Chinese science in Taoism and naturalism and their synthesis in neo-Confucism in the Sung dynasty. Briefly mentions relations with the West. Specifically cites Chinese acoustical science and discoveries in magnetism. Includes a syllabus for a course. (GH)
Descriptors: College Science, Course Descriptions, Higher Education, International Education
Peer reviewedKrannich, Larry K.; And Others – Journal of Chemical Education, 1977
Describes a 14 unit remedial chemistry course which offers a traditional lecture approach and a Personalized System of Instruction (PSI) approach for preparing students a traditional chemistry sequence. (SL)
Descriptors: Chemistry, College Science, Course Descriptions, Higher Education
Peer reviewedZeilik, Michael; Schau, Candace; Mattern, Nancy – American Journal of Physics, 1999
Reports on a long-term, large-scale study of a one-semester, conceptually-based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Finds that novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge…
Descriptors: Astronomy, Course Descriptions, Higher Education, Instructional Effectiveness
Peer reviewedBell, Jerry A. – Journal of Chemical Education, 1975
Describes an approach which begins with observations and systems familiar to the student and proceeds to develop and test models to explain them. Experimental topics include Brownian motion, a germinating cell, phase change of p-dichlorobenzene, extension and contraction of rubber, and an enzyme system. (GS)
Descriptors: Chemistry, College Science, Concept Formation, Course Descriptions
Peer reviewedLong, Dale D. – Physics Teacher, 1978
Describes a physics course concerned with the physical principles underlying devices used and natured occurrences observed in daily experience. (SL)
Descriptors: College Science, Course Descriptions, Fundamental Concepts, Higher Education
Peer reviewedMorgan, Michael D.; Moran, Joseph M. – American Biology Teacher, 1981
Describes a course in which pollutant health impacts are discussed in the context of unifying concepts such as threshold v nonthreshold responses. (CS)
Descriptors: Biological Sciences, College Science, Course Descriptions, Environmental Education
Peer reviewedYoder, Claude H. – Journal of Chemical Education, 1977
Presents an integrated chemistry curriculum based upon major concepts. (SL)
Descriptors: Chemistry, College Science, Course Descriptions, Fundamental Concepts
Peer reviewedAdams, David L. – Bulletin of Science, Technology and Society, 1990
Presented is the position that the only goal for nonscience majors is scientific literacy, and that this goal can only be achieved through separate science courses for nonmajors. Two approaches to accomplish this and some issues of concern are examined. (KR)
Descriptors: College Science, Course Descriptions, Higher Education, Nonmajors
Peer reviewedLevinstein, Henry – Physics Teacher, 1982
Outlines a course in which toys are used to demonstrate physics concepts, stressing available or easily constructed toys. A recent lecture sequence included toys demonstrating equilibrium, force/torque, linear/angular momentum conservation, energy conservation/storage, flying, vibrations, programed music, and others. Illustrations of selected toys…
Descriptors: College Science, Course Descriptions, Demonstrations (Educational), High Schools
Peer reviewedBoas, Mary L. – American Journal of Physics, 1979
Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)
Descriptors: Cognitive Processes, College Science, Course Descriptions, Higher Education
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