Science Teaching Reconsidered A Handbook (1997) / Chapter Skim
Currently Skimming:
Chapter 7: Choosing and Using Instructional Resources
Chapter 7: Choosing and Using Instructional Resources
Pages 47-54
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 47... ...
Carefully planned and prepared instructional resources sometimes tempt instructors to race ahead and to cover more. The rapid-fire presentations combined with audiovisual overload can tempt students to remain intellectually passive.
|
From page 48... ...
Texts are • How and to what extent are students often forced to rely on historical or dated examples, and they using optional resources? rarely give a sense of the discovery aspects and disorganiza tion of information facing modern researchers.
|
From page 49... ...
In response to the need for quality science textbooks for all students, not just science majors, some authors are returning to descriptive and historical approaches. Generally, books for science literacy courses describe important ideas and discoveries, present a limited number of fundamental concepts, and emphasize the links among different facts and principles.
|
From page 50... ...
Simple factual questions are of rial available. A book which is more little value to long-term retention or true understanding.
|
From page 51... ...
For some, the value of the Internet is that it allows users at remote locations to sign-on to computers where they have accounts, often using connection software called telnet. For others, rapid electronic communication and document sharing replaces phone conversations and meetings and facilitates collaboration.
|
From page 52... ...
Students may "search" on the World Wide Web for preprints and reprints of articles, for discussion bulletin boards on specialized topics, for conference abstracts and proceedings, or for topical compilations of materials for research or teaching. Most Web navigational software systems include search engines that allow the user to locate information or sites by topic area.
|
From page 53... ...
• Increased enjoyment of learning because students shift from the passive role of receiving knowledge to the more active role of becoming seekers of knowledge. • Reduced learning time due to personalized instruction which accommodates different learning styles.
|
From page 54... ...
Many software vendors offer demonstration disks that illustrate many of their products' features. In addition to working with the demon stration disks yourself, invite students to give you feedback on the product.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.