A Flipped Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature

APA 6th edition
In-text: (Zimeri, 2016)
Your Bibliography: Zimeri, A.M. (2016). A Flipped Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature. International Journal of Environmental and Science Education, 11(12), 5396-5403.

Harvard
In-text: (Zimeri, 2016)
Your Bibliography: Zimeri, A. (2016). A Flipped Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature. International Journal of Environmental and Science Education, 11(12), pp. 5396-5403.

Chicago 16th edition
In-text: (Zimeri 2016)
Your Bibliography: Zimeri, Anne Marie (2016). "A Flipped Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature". International Journal of Environmental and Science Education 11 (12):5396-5403.

Abstract

Critically thinking about scientific data to form opinions on controversial issues in environmental health is crucial in undergraduate education in the field. An assignment paired with a “flipped” classroom activity was designed to impart knowledge on how to search the primary literature and extract data that can help formulate a point of view on several environmental topics including endangered species designation, genetic engineering, organic farming, population control, worldwide banning of DDT, mining/drilling, sushi, nationalized health care. Data are presented that show the assignment was effective in motivating critical thinking and making students take sides on these issues based on data rather than on values. This assignment is adaptable to any field of environmental science in which topics of controversy arise.

Keywords: Primary literature, critical thinking, environmental assignment, flipped classroom, environmental health, fact sheet

References

Arvai, J. L., Campbell, V. E. A., Baird, A., & Rivers, L. (2004). Teaching Students to Make Better Decisions About the Environment: Lessons From the Decision Sciences. Journal of Environmental Education, 36(1), 33-44. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=15372292&site=eds-live

Benzer, E., & şAhİN, F. (2013). The Effect of Project Based Learning Approach on Undergraduate Students' Environmental Problem Solving Skills. Proje Tabanlı Öğrenme Yaklaşımının Lisans Öğrencilerinin Çevreye Yönelik Problem Çözme Becerilerine Etkisi., 12(2), 383-400. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91577420&site=eds-live

Duncan, B. R., Tasich, C. M., Burkhardt, B. L., Benneyworth, L. M., & Duncan, L. L. (2015). Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques. Journal of College Science Teaching, 45(1), 24-31. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=109033795&site=eds-live

Genc, M. (2015). The Project-Based Learning Approach in Environmental Education. International Research in Geographical and Environmental Education, 24(2), 105-117. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1056777&site=eds-live

http://dx.doi.org/10.1080/10382046.2014.993169

Goldman, D., Ayalon, O., Baum, D., & Haham, S. (2015). Major Matters: Relationship between Academic Major and University Students' Environmental Literacy and Citizenship as Reflected in Their Voting Decisions and Environmental Activism. International Journal of Environmental and Science Education, 10(5), 671-693. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1081905&site=eds-live

Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Ioannou, H., Georgiou, Y., & Manoli, C. C. (2015). Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act. International Journal of Environmental and Science Education, 10(1), 67-86. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1060982&site=eds-live

Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. Proceedings Of The National Academy Of Sciences Of The United States Of America, 112(36), 11199-11204. doi:10.1073/pnas.1505329112

Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1991-02699-001&site=eds-live

Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE - Life Sciences Education, 14(1). Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1058083&site=eds-live

http://www.lifescied.org/content/14/1/ar5.abstract

Liu, S.-C., & Lin, H.-s. (2014). Undergraduate Students' Science-Related Ideas as Embedded in Their Environmental Worldviews. International Journal of Science and Mathematics Education, 12(5), 1001-1021. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1040977&site=eds-live

http://dx.doi.org/10.1007/s10763-013-9448-2

McGuire, N. M. (2015). Environmental Education and Behavioral Change: An Identity-Based Environmental Education Model. International Journal of Environmental & Science Education, 10(5), 695-715. doi:10.12973/ijese.2015.261a

Weiler, R. M. (1998). Developing Fact Sheets. Journal of Health Education, 29(1), 46-50. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ561956&site=eds-live

Zimeri, A. (2015). Environmental Pledge Assignment: Connecting classroom lessons to behavioral changes with calculable impacts. Polymath, 5(3), 1-11.