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• W2476802988 abstract "Student’s apathy toward learning and civic engagement is a global problem that is giving many governments, particularly in the developed nations, much concern. This is because of the potential adverse impact on their respective democracies. Based on recent data, it appears that apathy toward civic activities by contemporary youth is a way of expressing rejection of the traditional forms of civic engagement. Additionally it is also an expression of their distrust in the current political systems. On the other hand, apathy toward learning in general and science education in particular is a form by which the youths (students) are expressing their rejection of the practices in higher education. This includes both instructional method practices and the isolation of the academy from the society. In particular, students are quietly rejecting the notion of traditional instructional approach as an ineffective method. It is at odds with the way humans construct new knowledge. Additionally, isolation of the teaching-learning process from society denies students an opportunity to learn in context of the kind of problems and environments that they will have to engage upon graduation. It also denies them the opportunity to fully develop their power of creative problem solving. Education and society are inextricably connected; several scholars in the past and present have alluded to this fact. As such the apathies are interrelated at some level. To address these issues, we propose a hybrid intervention comprising of some elements of project-based learning and service-learning instructional methods. We have implemented this intervention several times with food safety monitoring as the focus. In this chapter, we present the general frame work of the intervention, the logistics and results of an implementation based on drinking water analysis, the impact on students (based on self-reported data), faculty and community. Based on observation and analysis of data collected in an end-of-semester course evaluation, it can be inferred that students engaged the teaching-learning process and accomplished the intended learning outcomes in content and skill development. Finally, we provided guidance for potential adopters and adapters." @default.
• W2476802988 created "2016-08-23" @default.
• W2476802988 creator A5034533522 @default.
• W2476802988 date "2014-01-01" @default.
• W2476802988 modified "2023-10-16" @default.
• W2476802988 title "Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning" @default.
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• W2476802988 doi "https://doi.org/10.1021/bk-2014-1177.ch010" @default.
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