Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science.
What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions.
Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
National Research Council. 1997. Science Teaching Reconsidered: A Handbook. Washington, DC: The National Academies Press. https://doi.org/10.17226/5287.
|Chapter 1: How Teachers Teach: General Principles||1-8|
|Chapter 2: How Teachers Teach: Specific Methods||9-20|
|Chapter 3: Linking Teaching with Learning||21-26|
|Chapter 4: Misconceptions as Barriers to Understanding Science||27-32|
|Chapter 5: Evaluation of Teaching and Learning||33-38|
|Chapter 6: Testing and Grading||39-46|
|Chapter 7: Choosing and Using Instructional Resources||47-54|
|Chapter 8: Getting to Know Your Students||55-62|
|Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues||63-68|
|Appendix B: Periodicals Related to Undergraduate Science Education||69-72|
|Appendix C: Laboratory Issues||73-76|
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