|
About
History
Ideal Segue
Participants
Segues
Keystone Plants
Workshop 2007
Workshop 2008 |
An
Ideal Segue:
- Is a natural or obvious
transition between the sciences
- Uses an example that the
student is likely to encounter in daily life and therefore will be
regularly reinforced (Maximal use of "household" equipment rather than
"laboratory" equipment helps students to pass on lessons learned)
- Illustrates positive aspects
of the recipient science in a very short exposure period (15-45 minutes)
- Involves collection and
analysis of data revealing the way a scientist thinks about problems and
solutions
- Points to specific people who
serve as positive role models for the science (different people at
different educational levels is helpful)
- Points to specific kinds of
knowledge or "other science components" that are beyond the scope of the
segue but are likely to be of interest to students
- Leads the students to
appropriate entry level courses that will encourage continued learning
about the recipient science (even if the actual entry level for the
science is at a very high level)
- Provides students with access
to academic advisors who are part of the segue process, are expecting
students to visit to discuss their particular science, and are eager and
ready to assist students in taking courses or pursuing degrees in
particular areas of science (These advisors should each be
researchers/educators who work within the specific scientific disciplines
of the recipient sciences)
Segues should avoid:
- Forced transitions that do
not make sense (Not all sciences logically overlap)
- Use of "black box" equipment
that is technically beyond the understanding of the expected level of the
students in the course (This actually includes much scientific equipment
that is typically employed in entry level courses)
- Form-filling tasks that do
not lead students to think about data
- Pushing students into
sciences that are not of interest to them (this will simply create general
dislike for science)
- Complicated readings,
discussions, and other issues that confuse the students about either the
science of the primary course or the recipient science of the segue.
- Working with role models or
academic advisors who are anything less than outstanding advocates of the
recipient science
- Assigning tasks that use too
much time.
Segue Learning Objectives should
be:
- Simple, single sentences
- Positively worded
- Generally applicable as
aspect of science rather than a particular detail
- Do-able within the timeframe
of the segue
Segue Learning Outcomes must be:
- Clear and unambiguous
- Measurable
- Variable in a range of skill
levels
|
