Meeting Abstract
For non-majors, business students, biology class might be the last exposure to science, so the idea is to maximize their experience and engage them with science. Our overarching goal is to incorporate the informal science learning into our curriculum to acquire a better understanding of how informal learning experience promotes scientific reasoning ability, evidence based science skills, and influences formal classroom learning. As many scientific advances spark ethical debates and changes in government policies, one often overlooked task of science education for nonmajors is to develop their ability for socio-scientific argumentation. Socio-scientific argumentation is often overlooked as a major component of developing scientific-evidence based skill in non-majors college classrooms. Here we present a unique project where business students learn socio-scientific argumentation skills in informal science learning environment of the Provocative Questions Exhibit at Boston’s Museum of Science (MOS) to supplement the curriculum of Human Biology Course at Bentley University.
