Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration ...Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one’s imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module,?I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1]?[2])?and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.展开更多
英语Science of Translating译成"翻译科学"违背和颠覆了翻译定义,将尤金·奈达笔下的Science of Translating译成"翻译科学"是误译,是违背和颠覆翻译定义却广为人接受的翻译范例。英语"科学"仅指自...英语Science of Translating译成"翻译科学"违背和颠覆了翻译定义,将尤金·奈达笔下的Science of Translating译成"翻译科学"是误译,是违背和颠覆翻译定义却广为人接受的翻译范例。英语"科学"仅指自然科学,而汉语"科学"指自然科学和人文社会科学。翻译是科学和非科学之争论在中国翻译理论界一直激烈存在,现在依然没有结论。研究发现,争论一是因为不同的定义而引起,二是因为对奈达观点的误解而引起。按英语的"科学"定义,翻译不是科学;按汉语"科学"定义,翻译是科学。然而,中国主流派译论家编写的教科书说,"翻译是科学"的观点是根据奈达的观点而得来。可是,奈达笔下的Science of Translating被理解和译成"翻译科学"是误读和误译,中国人完全根据汉语"科学"的定义说翻译是科学。展开更多
文摘Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one’s imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module,?I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1]?[2])?and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.
文摘英语Science of Translating译成"翻译科学"违背和颠覆了翻译定义,将尤金·奈达笔下的Science of Translating译成"翻译科学"是误译,是违背和颠覆翻译定义却广为人接受的翻译范例。英语"科学"仅指自然科学,而汉语"科学"指自然科学和人文社会科学。翻译是科学和非科学之争论在中国翻译理论界一直激烈存在,现在依然没有结论。研究发现,争论一是因为不同的定义而引起,二是因为对奈达观点的误解而引起。按英语的"科学"定义,翻译不是科学;按汉语"科学"定义,翻译是科学。然而,中国主流派译论家编写的教科书说,"翻译是科学"的观点是根据奈达的观点而得来。可是,奈达笔下的Science of Translating被理解和译成"翻译科学"是误读和误译,中国人完全根据汉语"科学"的定义说翻译是科学。
