Calling attention to misconceptions and suggesting to students that they should be avoided is usually inadequate. Serious difficulties are not successfully addressed by telling students they are wrong and providing them with the “right ...
Author: Joel J. Mintzes
Publisher: NSTA Press
ISBN: 9780873552608
Category: Education
Page: 416
View: 706
The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. It is ideal for graduate teaching assistants, senior faculty and graduate coordinators, and mid-career professors in search of reinvigoration.
... such as the National Science Educational Standards as we think about our college level science courses. ... It occurred to me during the workshop, why not try to organize an entire course around problems presented in case studies?
Author: Robert E. Yager
Publisher: NSTA Press
ISBN: 9781938946097
Category: Education
Page: 243
View: 802
“Since K–12 students taught using the new [Next Generation Science Standards]will be arriving in college classrooms prepared in a different way from those in our classrooms currently, it would behoove college teachers to be prepared to alter their teaching methods ... or be perceived to be dinosaurs using the older teaching methods.” — From Exemplary College Science Teaching If you’re looking for inspiration to alter your teaching methods to match new standards and new times, this book is for you. As the first in the Exemplary Science series to focus exclusively on college science teaching, this book offers 16 examples of college teaching that builds on what students learned in high school. Understanding that college does not exist in a vacuum, the chapter authors demonstrate how to adapt the methods and frameworks under which secondary students have been working and make them their own for the college classroom, adding new technologies when appropriate and letting the students take an active role in their learning. Among the innovative topics and techniques the essays in this book explore are • Lecture-free college science teaching • Peer-led study groups as learning communities • Jigsaw techniques that enhance learning • Inquiry incorporated into large-group settings • Interactive video conferences for assessing student attitudes and behaviors The clichéd image of the professor droning on before a packed lecture hall is a thing of the past. The essays in this book explain why—and offer the promise of a better future.
Instructors interested in applying appropriate pedagogies for adult learners within the sciences have a choice of science teaching methodologies. ... Resolution of a problem requires students to navigate through a variety of resources ...
Author: Timothy M. Cooney
Publisher: NSTA Press
ISBN: 9781935155911
Category: Education
Page: 153
View: 862
Two-year colleges are critical to science educationOCOs futureOCoin fact, some data indicate that half of future science teachers will take their first years of science at a two-year school. To address the unique challenges of this special setting, presents 24 articles featuring the most useful and relevant insights and advice from NSTAOCOs Journal of College Science Teaching."
Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This is Volume I of a series of reports of ...
Author: Archer Hurd
Publisher: College Problems
ISBN: 0816672490
Category: Social Science
Page: 218
View: 597
Problems of Science Teaching at the College Level was first published in 1929. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This is Volume I of a series of reports of investigations in the teaching of science at the college level, prepared under the supervision of Dean E. M Freeman of the college of Agriculture, Forestry and Home Economics of the University of Minnesota. Professor Archer Willis Hurd was assistant director of the Bureau of Educational Research of the University. His studies were made in the departments of Anatomy, Physiology, and Physics at the University of Minnesota during the school years 1926-1928. Evaluation of laboratory instruction,, the grouping of students for laboratory work, factors determining achievement, phases of achievement, and techniques of experimentation in method are some of the problems considered.
This type of supervision can be made on the individual as well as tutorial group levels. The students may opt to work in the group or individually for overcoming their difficulties. (5) Auto-Instructional Teaching: This type consists of ...
help students be well prepared by using higher- order multiple-choice questions for assessment of course material starting in the freshman year. Assessment must match one's teaching style — inquiry teaching must be followed by ...
Author: Thomas R. Lord
Publisher: NSTA Press
ISBN: 9781933531113
Category: Education
Page: 159
View: 327
This guide is divided into four sections comprising 28 peer-reviewed chapters. It covers general assessment topics and traditional and alternative assessment techniques. A series of how-to assessment practices utilized in the field and practical tips to enhance assessment in the college science classroom are included.
The Foundation proposed that teachers from high schools and the small liberal arts colleges meet at institutes to ... methods of modern science were to be incorporated into science curriculum at both high school and college levels by ...
Looking over the list of content for chemistry in Years 9 and 10, Jack had two major concerns. ... (Vignette 9) This exchange highlights the moral dilemmas that teachers face in developing a curriculum for their students.
Author: Wayne Melville
Publisher: BRILL
ISBN: 9789460911712
Category: Education
Page: 218
View: 526
This book conceptualises professional learning as the engagement of teachers in a virtues-based personal reflection and/or public discourse around the episteme, techne and phronesis in the spaces ‘in-between’ the metaphors of understanding community: meanings, practice, and identity.
Motivation and Creativity PBL helps students see science everywhere in their daily lives, motivates them more in ... 2004) and to develop ownership in solving a problem (Overton and Randles 2015; Quattrucci 2018) while promoting ...
Author: Joel J. Mintzes
Publisher: Springer Nature
ISBN: 9783030336004
Category: Science
Page: 989
View: 609
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.