ENGAGING NON-SCIENCE STUDENTS IN THE SCIENCE CLASSROOM

The challenges of engaging non-science students in required science general education classes are well-known. At the University of Dayton, approximately 90% of the B.A. and education students take a general earth science course as the 2nd course in a sequence of 3 integrated science courses. Many of these students are resistant to being in this course. Challenges that are faced in teaching this course include: science and math phobias; student attitudes that science is boring or not relevant to their lives; and students with poor high school science preparation. In response, I have developed a repertoire of techniques to facilitate student engagement. One of my most successful projects is “Geo Songs:” a collection of dozens of songs on different earth science topics. As students enter the classroom, appropriate music is playing for that day's topic. Ideally, the music sets the tone for the class and helps to relax students who are science-phobic. I also incorporate many current events, often taking a day to discuss something currently in the news. I break up my lectures with the use of daily conceptest questions and several jigsaw-exercise discussions over the course of the semester. I bring a variety of objects to pass around, including a meteorite, various minerals, rocks, fossils and other items of interest. I also offer alternative project choices geared to student interests. Some of these choices include an K-8 educational service-learning opportunity, a photoessay project or an oral report. In addition, I try to spice my lectures with humor.