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The study evaluates student perceptions using portfolios, focus groups, and team and self-assessments, highlighting practical pedagogical applications and assessment of environmental course experiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/kyoto-redoux-assessment-of-an-environmental-science-collaborative-learning-project/597209/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/kyoto-redoux-assessment-of-an-environmental-science-collaborative-learning-project/597209.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the “Kyoto Redoux” project designed to do?","Question",{"text":112,"@type":113},"It is a simulation of COP-3 meant to help undergraduate non-science majors understand and appreciate science in relation to everyday life and their own fields of interest.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What program and course context does the study focus on?",{"text":117,"@type":113},"It examines perceptions of “Kyoto Redoux” within a process evaluation of “Adventures in Science,” a newly designed interdisciplinary environmental science program for undergraduate non-science majors.",{"name":119,"@type":110,"acceptedAnswer":120},"Which evaluation tools were used in the study?",{"text":121,"@type":113},"The study employed portfolios, focus groups, and team and self-assessments as non-traditional evaluation tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597209,1792210001,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Kyoto Redoux: Assessment of an Environmental Science Collaborative Learning Project for Undergraduate, Non-Science Majors  \nAnastasia P. Samaras, Barbara J. Howard, & Carolee M. Wende, The Catholic University of America, USA  \nAbstract  \nHow can we present science in a format that will allow collegelevel undergraduates not majoring in the sciences, including elementary education preservice teachers, to grasp an understanding of, and to gain, an appreciation for science in terms of everyday life and in the context that science is important in their own fields of interest? It is with these assumptions that “Kyoto Redoux,” the major project for the course “Global Change,” was chosen to be a simulation of the Conference of the Parties-3 (COP-3), sponsored by the United Nations Framework Convention on Climate Change (UNFCCC) in Kyoto, Japan. The purpose of this study was to examine students’ perceptions of this collaborative course project as a component of a process evaluation of “Adventures in Science,” a pilot program of a newly designed, interdisciplinary environmental science program for undergraduate, non-science majors. Non-traditional evaluation tools, including portfolios, focus groups, and team and selfassessments were employed. The research led us to a better understanding of practical, pedagogical applications in applying science content to non-science majors’ career goals, promoting problem-solving skills in collaborative contexts, and structuring and assessing students’ environmental course experiences.  \nRésumé  \nComment présenter les sciences de façon à permettre à des étudiants universitaires de premier cycle non spécialisés en sciences, y compris des stagiaires en enseignement élémentaire, de comprendre et d’apprécier la science quant à son applicabilité dans la vie de tous les jours et à son importance pour leur propre domaine d’intérêt? En se basant sur ce  \n26 Canadian Journal of Environmental Education, 5, Spring 2000  \nquestionnement, Kyoto Redoux, principal projet du cours ENV 102 – Changement planétaire, a été choisi pour simuler la troisième Conférence des Parties (CdP3) parrainée par la Convention-cadre des Nations Unies sur les changementsclimatiques à Kyoto, au Japon. Cette étude examine les perceptions des étudiants à l’égard de ce projet de cours collaboratif et s’inscrit dans le cadre de l’évaluation du programme pilote interdisciplinaire en sciences del’environnement, « Adventures in Science », destiné aux étudiants de premier cycle inscrits dans un domaine non scientifique. Des outils d’évaluation non traditionnels ont été utilisés, notamment des « portfolios », des groupes de discussion (« focus groups ») ainsi que des évaluations collectives et individuelles. Cette recherche a engendré une meilleure compréhension des applications pratiques et pédagogiques liées à l’arrimage d’un contenu scientifique aux objectifs professionnels d’étudiants de premier cycle non spécialisés en sciences, à la promotion des aptitudes derésolution de problèmes dans des contextes de collaboration, ainsi qu’au développement et à l’évaluation des expériences des étudiants quant à ce cours environnemental.  \nWhile there have been several national initiatives to improve environmental literacy at the elementary, middle, and secondary levels in the United States and around the world for many years (e.g., McKenzie Group, 1995; Mortensen, 1995; O’Connor, 1995; Paraskevopoulos, Padeliadu, & Zafiropoulos, 1998), these initiatives have had little impact at the college level. College level environmental programs typically draw heavily upon faculty from other disciplines and fields. According to Corcoran and Tchen (1999), the low number and duration of interdisciplinary environmentallyoriented programs in American higher education is due largely to the guarding of disciplinary territory, academic politics of tenure and promotion, and a lack of administrative support and resources for faculty, facilities, and funding. Although inter","cbCaitPBtOes8K0t","https://ap.wps.com/l/cbCaitPBtOes8K0t","pdf",187327,22,"English","# Abstract\n## Study purpose and assumptions\n## Project design and COP-3 simulation\n## Purpose of process evaluation\n## Evaluation methods and outcomes\n# Background on environmental literacy","[{\"question\":\"What is the “Kyoto Redoux” project designed to do?\",\"answer\":\"It is a simulation of COP-3 meant to help undergraduate non-science majors understand and appreciate science in relation to everyday life and their own fields of interest.\"},{\"question\":\"What program and course context does the study focus on?\",\"answer\":\"It examines perceptions of “Kyoto Redoux” within a process evaluation of “Adventures in Science,” a newly designed interdisciplinary environmental science program for undergraduate non-science majors.\"},{\"question\":\"Which evaluation tools were used in the study?\",\"answer\":\"The study employed portfolios, focus groups, and team and self-assessments as non-traditional evaluation tools.\"}]","Kyoto Redoux: Assessment of an Environmental Science Collaborative Learning Project | PDF",1792084607,55]