Teaching in the Sciences : Learner-Centered Approaches

ISBN-13: 9781560222637 / Angielski / Twarda / 2005 / 262 str.

Catherine McLoughlin

Opis

The 11 contributions in this collection offer examples of effective pedagogy for science educators at the undergraduate college level. The authors outline student-centered strategies for providing feedback to students, assessing first-year students, teaching statistics in the life sciences, incorporating information and communications technology, a

Spis treści

• 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

O autorze

Taji, Acram