Developing Capacities for Teaching Responsible Science in the MENA Region Refashioning Scientific Dialogue (2013) / Chapter Skim
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3 The Science of Learning
3 The Science of Learning
Pages 29-38
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From page 29... ...
that allow students to answer questions anonymously, active learning instruction is that it involves "think-pair-share" techniques in which students develop students in their own learning more deeply and their own answers to questions and then discuss their answers with a student next to them (often combined with clicker questions) , and similar exercises involving peer 33 Many of the terms associated with active learning are learning and engagement have proven to be valuable active defined in the Glossary.
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From page 30... ...
especially at the introductory level, as an However, the positive effect of small-group opportunity to integrate content with scientific learning was significantly greater for groups processes and skills and to help students composed primarily of African American and understand and appreciate the relevance of Latino students compared with predominantly science to their own lives and that of their Caucasian and relatively heterogeneous groups communities (Labov, 2004; Handelsman et al., (Springer et al., 1997)
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The doctor recommended taking antibiotics again. "Clicker" questions Answer the following question on your Clicker questions require students to gauge electronic response keypad.
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By comparing pre/post responses, students evaluate whether and why their answers changed during the class period. Strip sequence Use your textbook as a guide and work with a Strip sequences engage students in recognizing partner.
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, a global network for neuroscience providing feedback to both students and faculty research, organizes "Teaching Tools about student learning and academic progress. Workshops" that assist African countries in Summative assessment, conducted at the end of adding or improving the teaching of the block or course, provides information about neuroscience.
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This Summer Institute would focus on integrating current scientific Introductory science courses at large universities research and appropriate pedagogical in the United States serve as the portals that approaches to create courses that actively engage connect undergraduates to frontiers in research students in the ways that scientists think. The and scientific ways of thinking.
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plenary sessions, often carried out with NASI provides a venue each year for teams interactive engagement techniques -- to model of faculty from primarily research-intensive what the leaders hope the participants will universities to meet for five days of in-depth implement in their home institutions -- and discussions, demonstrations, and working smaller breakout and discussion sessions. sessions on research-based approaches to While many effective pedagogical practices cut undergraduate biology education.
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From page 36... ...
Four regional student populations, mentoring, and working institutes were organized in 2011, seven in 2012, with colleagues to improve teaching and and another seven in 2013.41 These regional learning. institutes adhere to the structure and emphasis Each small group typically consists of of the Madison NASI but also expand the pool of participants from three university teams and educators beyond faculty in research-intensive focuses on producing a "teachable tidbit" in universities, participants (e.g., graduate students some broad area of biology or interconnected and postdoctoral fellows in addition to junior disciplines (e.g.
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From page 37... ...
modest resemblance to the original institutes. The National Academies recognizes the This commitment to continuous assessment and commitment of these participants by naming adjustment as needed for faculty and students as each an "Education Fellow in the Life Sciences" well as courses and programs is another for the year following their attendance at NASI.
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