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98 專題 : 大學通識教育課程評鑑35. Williams, R. L., & Worth, S. L. (2002). Thinking skills and workhabits: Contributors to course performance. The Journal of GeneralEducation, 51 (3), 200–227.36. Williams, R. L., & Stockdale, S. L. (2003). High-performing studentswith low critical thinking skills. The Journal of General Education, 52(3), 200–226.37. Zoellner, K., Samson, S., & Hines, S. (2008). Continuing assessmentof library instruction to undergraduates: A general education coursesurvey research project. College and Research Libraries, 69 (4), 371–383.38. Zumwalt, J. (1997). Assessment of general education curriculum1997. Education Resources Inforamtion Center, ED414978. RetrievedSeptember, 15, 2008, from http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=Assessment+of+general+education+curriculum&ERICExtSearch_Operator_2=and&ERICExtSearch_SearchType_2=kw&searchtype=advanced&ERICExtSearch_SearchType_0=ti&ERICExtSearch_SearchCount=2&ERICExtSearch_PubDate_From=0&ERICExtSearch_Operator_1=and&ERICExtSearch_SearchType_1=kw&ERICExtSearch_PubDate_To=2009&_pageLabel=RecordDetails&objectId=0900019b800b0426&accno=ED414978&_nfls=false.
Why Not Try a Scientific Approach toScience Education?**Carl Wieman *Carl Wieman Science Education InitiativeThe purpose of science education is no longer simply to train thattiny fraction of the population who will become the next generation ofscientists. We need a more scientifically literate populace to address theglobal challenges that humanity now faces and that only science can explainand possibly mitigate, such as global warming, as well as to make wisedecisions, informed by scientific understanding, about issues such as geneticmodification. Moreover, the modern economy is largely based on scienceand technology, and for that economy to thrive and for individuals within itto be successful, we need technically literate citizens with complex problemsolvingskills.* Carl Wieman, recipient of the Nobel Prize in physics in 2001 and the Carnegie Foundation’sU.S. University Professor of the Year Award in 2004, currently directs the Carl WiemanScience Education Initiative at the University of British Columbia and the Colorado ScienceEducation Initiative. Prior to joining UBC, he served on the faculty at the University ofColorado from 1984 to 2006 as a distinguished professor of physics and presidential teachingscholar. This article is adapted from his lecture at the Carnegie Foundation’s Centennialcelebration at the Library of Congress.** We gratefully acknowledge the kind permission of Prof. Carl Wieman, the Journal ofChange and the Heldref Publications for the publication of this article. From "Why not trya scientific approach to science education," by C. Wieman, 2007, Change 39 (5), p.9–15.Copyright 2007 by the Journal of Change. Reprinted with permission.
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220 論壇9. 殷小平 (2007)。
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238 論壇8. Torff, B. & Sternberg
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