Proposal Title

3 - Content and Context for Affective Learning: the UN Sustainable Development Goals as a Thematic Framework for a first-year science curriculum

Presentation Type

Speed Presentation

Location

OM 3612

Start Date

18-2-2020 2:55 PM

End Date

18-2-2020 3:35 PM

Proposal Abstract

As part of a revision to first-year chemistry instruction at the University of British Columbia’s Okanagan campus, we have employed the United Nations Sustainable Development Goals (UN SDGs) as a thematic framework. This framework was introduced to promote the achievement of affective learning outcomes, including a systems-thinking approach to exploring the relevance of first-year chemistry content and concepts to societal and global challenges. Through this framework and by using various in-class group activities, sets of course concepts that are traditionally limited in their application to isolated textbook chapters are connected together and shown to have collective application to the environmental and societal systems embodied by specific SDGs. Student attitudes to this framework and its associated activities were examined via a course-end survey and in-depth semi-structured interviews. Student responses were generally positive, indicating an appreciation for the relevance of course concepts to the global challenges described by the SDGs, and that for many students the SDG-framed learning activities aided in their understanding of course concepts. Participants in this session will take part in example active-learning activities, and engage in a discussion to identify for their own disciplines possible affective learning outcomes that might be achieved through the use of similar contextual frameworks.

Statement

This proposal reflects the theme of Connection, Engagement, and Exploration. The session describes active-learning activities where students explore connections between course concepts and the societal challenges identified by the UN SDGs. The session asks participants to engage with these learning activities, and explore possible connections to their own teaching practice.

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Feb 18th, 2:55 PM Feb 18th, 3:35 PM

3 - Content and Context for Affective Learning: the UN Sustainable Development Goals as a Thematic Framework for a first-year science curriculum

OM 3612

As part of a revision to first-year chemistry instruction at the University of British Columbia’s Okanagan campus, we have employed the United Nations Sustainable Development Goals (UN SDGs) as a thematic framework. This framework was introduced to promote the achievement of affective learning outcomes, including a systems-thinking approach to exploring the relevance of first-year chemistry content and concepts to societal and global challenges. Through this framework and by using various in-class group activities, sets of course concepts that are traditionally limited in their application to isolated textbook chapters are connected together and shown to have collective application to the environmental and societal systems embodied by specific SDGs. Student attitudes to this framework and its associated activities were examined via a course-end survey and in-depth semi-structured interviews. Student responses were generally positive, indicating an appreciation for the relevance of course concepts to the global challenges described by the SDGs, and that for many students the SDG-framed learning activities aided in their understanding of course concepts. Participants in this session will take part in example active-learning activities, and engage in a discussion to identify for their own disciplines possible affective learning outcomes that might be achieved through the use of similar contextual frameworks.