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Teaching Millennials to Engage THE Environment instead of THEIR Environment: A Pedagogical Analysis
Unformatted Document Text:  FIGURE 1. The order of civilization. The fast layers innovate; the slow layers stabilize. The whole combines learning with continuity. 45 This primer information allows the instructor an opportunity to introduce students to the basic information needed to cover science. An important note about addressing science for Millennial students: many of these students have basic instruction IN science (in other words, they understand the basics of the scientific method), but few possess an understanding of what Millar and Osbourne call the “ideas about science.” 46 In other words, students often do not understand the philosophical underpinnings of science, the historical context that led to the scientific method, the analysis of data, and the role of consensus in the scientific community. All of these are important concepts for Millennials to understand before they can grasp the complexity of representing science to the layman. Active engagement of related topics, interaction among peers, and coaching from their instructor consistent with Clark and Fry’s recommendations, 47 helps generate some of the experiential knowledge Millennials need. 12

Authors: Stevens, Rick. and Crow, Deserai.
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FIGURE 1. The order of civilization. The fast layers innovate; the slow layers stabilize. 
The whole combines learning with continuity.
This primer information allows the instructor an opportunity to introduce students to the 
basic information needed to cover science. An important note about addressing science 
for Millennial students: many of these students have basic instruction IN science (in other 
words, they understand the basics of the scientific method), but few possess an 
understanding of what Millar and Osbourne call the “ideas about science.”
 In other 
words, students often do not understand the philosophical underpinnings of science, the 
historical context that led to the scientific method, the analysis of data, and the role of 
consensus in the scientific community. All of these are important concepts for 
Millennials to understand before they can grasp the complexity of representing science to 
the layman. Active engagement of related topics, interaction among peers, and coaching 
from their instructor consistent with Clark and Fry’s recommendations,
 helps generate 
some of the experiential knowledge Millennials need.
12


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