Brooks, R. M., & Kavuturu, J., & Cetin, M. (2012, June), Science for Non-science Majors  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21901

\bibitem{asee_peer_21901}
  Brooks, R. M., \& Kavuturu, J., \& Cetin, M. (2012, June), \emph{Science for Non-science Majors}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21901

Robert M. Brooks, Jyothsna Kavuturu, and Mehmet Cetin.  "Science for Non-science Majors".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21901 Internet.  30 Jan, 2025

\bibitem{asee_peer_21901}
  Robert M. Brooks, Jyothsna Kavuturu, and Mehmet Cetin.
  "Science for Non-science Majors".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21901 Internet.  30 Jan, 2025

@INPROCEEDINGS{asee_peer_21901
author = "Robert M. Brooks, Jyothsna Kavuturu, and Mehmet Cetin"
title = "Science for Non-science Majors"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21901}
number = {10.18260/1-2--21901}
}

TY  - CPAPER
AB  -                   SCIENCE FOR NON-SCIENCE MAJORSAbstractA certain level of scientific knowledge is needed for non-engineering and non-science majorsbecause their success usually demands effective use of and making informed decisions aboutscientific issues. The authors believed it was important to help their students gain the knowledgeand expertise necessary to make informed decisions about scientific issues. The need and thebelief provided the motivation for the authors to pursue this study.This paper focuses on developing a strategy for providing non-science majors with a basic levelof scientific knowledge for successfully dealing with real world technological issues.In Fall 2007 “The Environment” course was taught to non-science majors as a science corerequirement using the traditional lecture method. An experimental group was taught in spring2010 consisting of four indices: (1) learning from three hands on and minds on labs, (2) usingcloser looks, (3) case studies, and (4) development of critical thinking ability. The method ofselecting these indices is explained in the paper.The average grade of the control group was 64% and that of the experimental group was 77%, a20% improvement over the control group. The groups were significantly different with acalculated t value of 2.6. The t-test confirmed statistical improvement at significant confidencelevel with an alpha value of 0.05. Among the four indices, development of critical thinkingability was ranked by the students the highest.Even though several universities and institutions have been working on these or similar issues,this study presents two new aspects: (1) exact quantification of the improvements of the fourperformance indices supported by statistical data, and (2) the way the four indices wereintegrated in teaching.These practices can be used in other science and engineering courses. The authors plan to use thestrategy in 2 other courses over the next three years. The practices can be used in other coursesor schools with appropriate modifications in order to help our students acquire the knowledgethey need to make informed decisions about technology.
AU  - Robert M. Brooks
AU  - Jyothsna Kavuturu
AU  - Mehmet Cetin
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Science for Non-science Majors
UR  - https://peer.asee.org/21901
DO  - 10.18260/1-2--21901
ER  -