Turning Your Course Upside-Down: An Example from General Education Science

Authors

  • Rebecca Ericson George Mason University
  • Hillary Cressey George Mason University
  • Guiseppina Kysar Mattietti George Mason University

DOI:

https://doi.org/10.13021/G8itlcp.2.2010.2100

Keywords:

STEM, inquiry-based learning

Abstract

See how a pilot course re-focused on student questions as an entryway to thinking about science and learn how to focus more on inquiry than on content in your course design.

Author Biographies

Rebecca Ericson, George Mason University

College of Science, Department of Physics and Astronomy

**2015 GMU Teaching Excellence Award**

Hillary Cressey, George Mason University

College of Science, College of Humanities and Social Sciences

Guiseppina Kysar Mattietti, George Mason University

College of Science, Atmospheric, Oceanic, and Earth Sciences

Published

2010-10-04

Issue

Vol. 2 (2010): Beyond Critical Thinking and Information Literacy

Section

5:30pm-6:20pm