Common Ground for Three Cultures: Concordance Among Students, Non-Science Faculty, and Science Faculty on Perceptions of Science Course Goals

Cindy Bennington, Terry Farrell


Science has been considered a distinct culture within academics.  Do faculty and students from outside of the sciences agree with the relative importance of goals for science courses designed by scientists? We surveyed science faculty, non-science faculty and students enrolled in non-majors science courses and found little evidence for a cultural divide between non-scientists and scientists.


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