Science Teaching Reconsidered A Handbook (1997) / Chapter Skim
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Chapter 8: Getting to Know Your Students
Chapter 8: Getting to Know Your Students
Pages 55-62
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From page 55... ...
Courses naturally differ in their intended audiences. Survey classes, for example, are intended to give a broad overview of a field, while other courses have a more narrow focus and are specifically designed for those who will take additional courses in a given discipline, whether or not they seek a career in that field.
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From page 56... ...
lem-solving sessions, study outside class both alone and in • Early in the course, write personal- study groups, seek to understand methods and overarching ized comments on assignments re- principles or concepts rather than specific answers, teach or turned; invite students to come by to tutor others, and discuss concepts informally with their fellow discuss their progress. students.
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From page 57... ...
classes and exams A stigma can be attached to seeking tutoring services be• make use of campus resources cause needs or other deficiencies in preparation are viewed as such as writing centers and tutor- signs of innate inability. However, the students who do best ing services are usually those who take advantage of every learning situa• read assigned material and review tion.
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From page 58... ...
They may feel either ill at ease attending classes with students young enough to be their children or alienated by a college environment that has changed since their earlier student days (Shields, 1995)
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From page 59... ...
Students who can converse in English and read the language reasonably well can still have difficulty learning the specialized vocabularies of the sciences and understanding classroom presentations, particularly in large lectures. Cultural influences can affect how students think about science: reasoning by analogy or by strict linear logic; memorizing specific correct responses or generalizing; problem solving by induction or by deduction; or needing to learn through hands-on apprenticeships to gain one aspect of a skill before moving on to the next step (Kolodny, 1991)
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From page 60... ...
He suggests inviting students from underrepresented groups to join research labs; being sensitive to concerns of minority students; and being aware that they may need help in finding networks. Project Kaleidoscope's report to the National Science Foundation about what works in undergraduate science courses at liberal arts colleges indicates that cooperative activities, active learning, and con nections with practicing researchers and research activities improve the learning environment for all students (Project Kaleidoscope, 1991)
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From page 61... ...
HELPING STUDENTS TO REALIZE THAT SCIENCE IS A HUMAN ENDEAVOR Most students respond positively to activities such as visiting a professor's research lab, hearing about a professor's research, and viewing video clips of scientists explaining new discoveries. It can be very helpful to incorporate such activities into an introductory science class, despite the temptation to get on with the "real" science or the pressure to cover all of the content.
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