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Ethics Is Not Rocket Science: How To Have Ethical Discussions In Your Science Class, Kelly C. Smith
Ethics Is Not Rocket Science: How To Have Ethical Discussions In Your Science Class, Kelly C. Smith
Publications
The Rutland Institute for Ethics at Clemson University seeks to encourage discussion on campus, in businesses, and in the community about how ethical decision-making can be the basis of both personal and professional success. In the last 15 years, our fellows have, among other things, served as Co-PI’s on a wide range of grants, produced Responsible Conduct of Research training for science and engineering graduate students and faculty, managed the ethics curriculum at a medical school, and produced video lectures on ethical thinking for undergraduate Biology majors. The crown jewel of our efforts to-date is our Ethics Across the Curriculum …
Engineering Design Challenge, Lindsay B. Wheeler, Brooke A. Whitworth, Amanda L. Gonczi
Engineering Design Challenge, Lindsay B. Wheeler, Brooke A. Whitworth, Amanda L. Gonczi
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No abstract provided.
Kinesthetic Investigations In The Physics Classroom, Brooke A. Whitworth, Jennifer L. Chiu, Randy L. Bell
Kinesthetic Investigations In The Physics Classroom, Brooke A. Whitworth, Jennifer L. Chiu, Randy L. Bell
Publications
Inquiry can be defined practically as “an active learning process in which students answer research questions through data analysis.”2 This simple definition of inquiry is based on the National Science Educational Standards and is easy for teachers to understand. The National Research Council (NRC) identifies the scientific practices that support inquiry and that students should be engaged in, including: question generation, experimental design, data analysis, creating explanations, argumentation, and communicating results.3 The investigations created encourage inquiry and require students to develop their scientific practices skills.
Pre-Service Teachers’ Use Of Visualizations In The Science Classroom: A Case Study, Brooke A. Whitworth, Jennifer L. Chiu
Pre-Service Teachers’ Use Of Visualizations In The Science Classroom: A Case Study, Brooke A. Whitworth, Jennifer L. Chiu
Publications
Scientific visualizations of phenomena can enhance the way learners understand scientific concepts (Honey & Hilton, 2011). Scientific concepts can be abstract and difficult for students to understand and visualizations can help make these abstract concepts more concrete for students. For example, chemistry students often struggle with understanding how atoms bond since they cannot directly see atoms. Using a visualization to show students how the electrons are shared or transferred can help students understand these abstract concepts. In addition, many visualizations are freely available online and can be a key element to maintain quality science instruction with limited resources.