Handbook of College Science Teaching

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NSTA Press, 2006 - 416 من الصفحات
Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative new Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provide rationales for new practices in the college classroom. It is a definitive guide for science professors in all content areas and even includes special help for those who teach nonscience majors at the freshman and sophomore levels.

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Use of Technology
TechnologyEnriched Learning Environments in University Chemistry
Animating Your Lecture
Instructional Technology A Review of Research and Recommendations for Use
WebBased Practice and Assessment Systems in Science
Teaching Students to Evaluate the Accuracy of Science Information on the Internet
Meeting Special Challenges
Science Technology and the Learning Disabled A Review of the Literature

Concept Mapping in College Science
Peer Instruction Making Science Engaging
Open Laboratories in College Science
New Physics Teaching and Assessment Laroratory and TechnologyEnahanced Active Learning
Factors Affecting Learning
Developing Scientific Reasoning Patterns in College Biology
Learning Science and the Science of Learning
The Impact of a Conceptually Sequenced Genetics Unit in an Introductory College Biology Course
Do Introductory Science Courses Select for Effort or Aptitude?
Active Learning in the College Science Classroom
Innovative Teaching Approaches
Incorporating Primary Literature Into Science Learning
Fieldwork New Direction and Exemplars in Informal Science Education Research
Using Case Studies to Teach Science
Mating Darwin with Dickinson How Writing Creative Poetry in Biology Helps Students Think Critically and Build Personal Connections to Course C...
ConstructiveDevelopmental Pedagogy in Chemistry
Converting Your Lab From Verification to Inquiry
Diversity in the Physical Science Curriculum The Intellectual Challenge
Incorporating Cultural Diversity Into College Science
Alternative Conceptions New Directions and Exemplars in College Science Education Research
Applying Conceptual Change Strategies to College Science Teaching
PreCollege Science Instruction
Ensuring That College Graduates Are Science Literate Implications of K12
The HighSchooltoCollege Transition in Science
Factors Influencing Success in Introductory College Science
Improving Instruction
Assessment Practices in College Science Trends From the National Study of Postsecondary Faculty
Making Choices about Teaching and Learning in Science
Science and Civic Engagement Changing Perspectives from Dewey to DotNets
Using Research on Teaching to Improve Student Learning
Final Thoughts
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مقاطع مشهورة

الصفحة 272 - Education, 1977. p. 65083), specific learning disability means a disorder in one or more of the basic psychological processes involved in "understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
الصفحة 273 - The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
الصفحة 177 - I will tell you something about stories, [he said] They aren't just entertainment. Don't be fooled. They are all we have, you see, all we have to fight off illness and death.
الصفحة 27 - At the individual level, efficacy is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments
الصفحة 112 - I awoke, turned on the light, and jotted down a few notes on a tiny slip of paper. Then I fell asleep again. It occurred to me at six o'clock in the morning that during the night I had written down something most important, but I was unable to decipher the scrawl. That Sunday was the most desperate day in my whole scientific life. During the next night, however, I awoke again, at three o'clock, and I remembered what it was.
الصفحة 327 - Science (AAAS), 1989, p. 4) defined a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes.
الصفحة 112 - ... was transferred to the second heart. It slowed and its beats diminished just as if its vagus had been stimulated. Similarly, when the accelerator nerve was stimulated and the Ringer from this period transferred, the second heart speeded up and its beats increased. These results unequivocally proved that the nerves do not influence the heart directly but liberate from their terminals specific chemical substances which, in their turn, cause the well-known modifications of the function of the heart...
الصفحة 26 - Hale brought to the attention of the meeting the question of a popular journal to be published jointly by the National Academy of Sciences and the American Association for the Advancement of Science, and stated that the matter would be brought up later for further consideration.
الصفحة 120 - Benchmarks for Science Literacy. (American Association for the Advancement of Science, 1993).
الصفحة 234 - Develops reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning.

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