Teaching in the Sciences
Crc Press Inc (Verlag)
978-1-56022-263-7 (ISBN)
Over the past 20 years, a greater concentration on research aimed at both teaching and learning has revealed that chalk and talk teaching, copying notes, and cookbook practical lessons offer little challenge to students. Teaching in the Sciences: Learner-Centered Approaches steers the learning process away from traditional modes of instruction to a more student-centered, activity-based curriculum that makes science relevant, engaging, and interesting. This innovative book helps educators bring out the best in their studentsand themselvesby identifying and meeting students’ needs and providing environments that encourage active, strategic learning. Helpful tables and figures make complex information easy to access and understand.
Rather than focusing on teaching methods that merely deal in the content of life science, Teaching in the Sciences: Learner-Centered Approaches promotes a deep learning designed to develop critical and skilled learners. This collection of frank and thoughtful empirically based papers places greater emphasis on learning environments and social interaction patterns, assessment processes, and perceptions of students and teachers in a range of learning and teaching settings in the life sciences. The book presents strategies for mentoring and assessing students, assessments of learning outcomes, innovative approaches to curriculum design, constructivist approaches to teaching science, how to use technology to support learning, and practical examples of learner-centered teaching that mark important steps on a journey to transform the learning process.
Teaching in the Sciences: Learner-Centered Approaches examines:
using broadband videoconferencing for distance learning in tertiary science
assessing for learning in the crucial first year of university stu
Taji, Acram
About the Editors
Contributors
Foreword (Stephen Dinham)
Introduction. Learner-Centered Approaches in the Sciences (Catherine McLoughlin and Acram Taji)
Chapter 1. Student-Centered Ecology: Authentic Contexts and Sustainable Science (Susan Barker)
Introduction
Challenges in Teaching Ecology
Experiential and Constructivist Approaches
Learner-Centered Teaching Materials: Promoting Sustainability
Fieldwork Teaching: Are Learner-Centered Approaches Possible?
Learning Indicators
Conclusion
Chapter 2. The Use of ICT in Molecular Science Student-Centered Learning: A Developmental Approach (Philip L. R. Bonner)
Introduction
ICT and Student Learning
CAL: A Learner-Centered Approach to Numeracy Problems
Evolving Evaluation
A Learner-Centered Approach to Laboratory Simulation
Conclusion
Chapter 3. The Undergraduate Life Sciences Laboratory: Student Expectations, Approaches to Learning, and Implications for Teaching (Janet Gorst and Susan Lee)
Introduction
A Review of the Literature
A Laboratory Study
Conclusion
Chapter 4. Developing the Metacognitive and Problem-Solving Skills of Science Students in Higher Education (Rowan W. Hollingworth and Catherine McLoughlin)
Introduction
Linking Problem-Solving and Metacognitive Skills
Teaching Problem Solving
The Need for Ill-Defined Problem Types
Design of Technology-Supported Metacognitive Training
METAHEAD: An Online Tutorial to Support Metacognitive
Conclusion
Chapter 5. The Use of Distributed Problem-Based Learning and Threaded Discourse (Lisa Lobry de
Erscheint lt. Verlag | 14.2.2005 |
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Verlagsort | Bosa Roca |
Sprache | englisch |
Maße | 152 x 229 mm |
Gewicht | 566 g |
Themenwelt | Schulbuch / Wörterbuch |
Sozialwissenschaften ► Pädagogik | |
ISBN-10 | 1-56022-263-8 / 1560222638 |
ISBN-13 | 978-1-56022-263-7 / 9781560222637 |
Zustand | Neuware |
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