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Brain Based And Constructivist Strategies For Teaching A “Science, Technology, And Society (Sts)” Course

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Non-Technical Skills for ET Students

Page Count

20

Page Numbers

10.267.1 - 10.267.20

Permanent URL

https://peer.asee.org/14920

Download Count

190

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Paper Authors

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Linda Hjorth

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Barb Eichler

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John Morello

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Brain-Based and Constructivist Strategies for Teaching a “Science, Technology, and Society (STS)” Course Ahmed S. Khan Barbara Eichler Linda Hjorth John Morello

DeVry University Addison, Illinois, 60101

Abstract

This paper describes the application of brain-based and constructivist learning strategies for teaching a “Science, Technology, and Society (STS)” course. Four professors who teach a “Science, Technology, and Society” course at DeVry University have combined their interdisciplinary backgrounds in engineering, psychology, history, anthropology and sociology, to develop brain-based and constructivist learning/teaching approaches that promote critical, analytical, and expert thinking in students. This STS course introduces students to the influences of technologies on society and explores the relationships between societies and technologies. There are essentially four objectives to this course: (1) developing a strong understanding of local and global forces and issues which affect people and societies, (2) guiding local/global societies to appropriate use of technology, (3) alerting societies to technological risks and failures, and (4) developing informed and encompassing personal decision-making and leadership and providing ways to solve problems in a technological world. It is anticipated that that by using brain-based and constructivist teaching strategies, educators can further promote in students everywhere, the future reality and urgency of technological social leadership to appropriately and responsibly help to develop our global community.

I. Introduction

The exponential growth of technology in the 20th century has made the relationship between life, society and economics more complex. The old economic model based on material assets is slowly being transformed to a new economic model – knowledge-based economy - based on the technological and intellectual capital of a nation.

The transition towards the new economic realities has also imposed a paradigm shift in the modes of teaching and learning. The education system is also being transformed from a “talk & chalk” model to a “lifelong learning” model. In this new knowledge-based economy, there are increased demands on students and educators. The fast rate of technological change is forcing learners to learn quickly and learn how to think and acquire new skills and competencies quickly. The “best practice” teaching strategies provide answers and solutions to cope with the new challenges in the domains of teaching and learning.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Hjorth, L., & Eichler, B., & Morello, J., & Khan, A. (2005, June), Brain Based And Constructivist Strategies For Teaching A “Science, Technology, And Society (Sts)” Course Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14920

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