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Pages 85-88

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From page 85...
... Index A B Course design collaborative syllabus design, 4 Active learning Biological sciences, 10, 13 consideration of student learning effective teaching styles for, 4 styles, 6, 22-23 in large classes, 10-11 C goal identification for, 5-6 in lecture setting, 5 for nonscience majors, 3-4, 5, 6 ongoing assessment, 24 Class size. See Large classes selection of instructional providing context for Collaboration materials, 47, 48 exploration, 24 in syllabus design, 4 syllabus planning, 5-6 scientific research model, 23 for teacher evaluation, 37 textbook selection, 49-50 student transition to, 10-11 Collaborative learning, 15-16 See also Content American Association of Physics peer instruction, 22 Teachers, 13, 63 Community of learners, 4 American Chemical Society, 13, 66 scientific research model, 23 D Animal behavior, 17 Concept maps, 30 Arizona State University, 11 Demonstrations, 13-14 Conceptual understanding, 4 Arrowsmith, Ramon, 11 Dickinson College, 41 advanced by class discussion, 14 Assessment and evaluation of Discipline-centered teaching, 2-3 obstacles to teaching for, 5 students, 34-35 application, 4 proposing explanations, 25 in active learning, 24 circumstances leading to reading and writing assignments attitudes toward math and adoption of, 5 to enhance, 25 science, 58 information overload in, 4 student misconceptions as laboratory reports, 19 Discussions obstacles to, 27 students' prior knowledge, 33-34 applications, 14 Content See also Grading; Testing benefits of, 14 courses for nonscience majors, Assessment of teaching guiding, 15 3-4, 5, 6 characteristics of effective handling student questions, 12-13 in instructor-centered teaching, 3 teachers, 33 planning, 15 in student-centered teaching, 3 by classroom videotape, 36-37 sociocultural sensitivity in, 14 student's advancement in field ongoing, 35 15 and, 3 peer evaluation for, 37 student engagement, 15 teaching style driven by, 2-3 by portfolio, 36 student preparation for, 14 See also Course design by self-evaluation, 36-37 teacher skills for, 14 Cooperative learning, 15-16 by student opinion, 35-36, 37-38 Diversity, 58, 60 in laboratory work, 18 (Page numbers in italics refer to text in sidebars.)
From page 86...
... 86 SCIENCE TEACHING RECONSIDERED: A HANDBOOK E I best methods for, 4 collaborative/cooperative, 15-16 E-mail, 52-53, 56 Information overload current conceptualization, 21-22 Education of future teachers problems of discipline-centered from exams, 44 conceptual approaches, 7 approach, 4 fundamental misconceptions as importance of, 7 in instructional resources, 47 obstacles to, 27, 28-29 Information technology overcoming misconceptions, 24 educational resources, 47, 51-54 process conceptualizations, G interactive software, 53 research on, 26 Gender differences, 58, 60-61 Internet, 51 relationship with teaching, 2 Genetics, 13 in laboratory work, 18 responsibility for, 55 Geology, 11 software selection, 53 student evaluations of teachers Goals teaching resources, 52 and, 38 as component in syllabus World Wide Web, 52 student-teacher relations and, planning, 5-6 Inquiry, 23 55-56 for discussion sessions, 15 Inquiry-based labs, 73-74 styles of, 22-23 for laboratory work, 16-17 Interdisciplinary courses, 5, 6, 7 teacher's goals for students, 3 for nonscience majors, 3-4 Internet, 51 traditional conceptualizations of, student diversity, 3 Introductory courses, 4 21 student testing, 41 alternatives/enhancements to See also Active learning student's understanding of lecturing, 10-11 Lecturing science as multi-disciplinary, grading policy, 44 active learning in, 5 7 alternatives, 10-11 for teaching, 9 with discussion sections, 14 J Gould, James L., 17 handling student questions, 12Grading Jones, Maitland, 6 13 bonus points, 45 limitations of, 9 criterion-referenced systems, 44 opportunities for improving, 11 on a curve, 44 L 12 of homework assignments, 39, Laboratory work use of demonstration projects, 40-41 computer use, 18 13-14 inherent subjectivity in, 45 context for exploration, 24 Long, Sharon, 10, 13 norm-referenced systems, 44-45 cooperative learning in, 18 teacher attitudes, 39, 44 grading, 39-40 test goals and, 39, 45 M handling student questions, 12 See also Assessment and 13 Mazur, Eric, 22 evaluation of students; improving effectiveness of, 16- Mentoring, 60-61 Testing 19 Minority students, 59, 60-61 Grant, Rosemary, 6 inquiry-based, resources for, 73- Misconceptions Group work 74 as challenges to learning, 27, collaborative learning, 15-16 planning considerations, 18-19 28-29 context for exploration, 24 resources for planning, 17-18 examples, 29, 30 disadvantages, 16 safety, publications on, 75 helping students confront, 29-30 discussion sessions, 14-15 significance of, for science, 16 helping students overcome, 30 grading, 40 student reports, 19, 25 31 teaching assistants in, 19-20 identifying, 29 teaching goals, 16-17 as impediment to learning, 24 H teaching technique, 18 resources for dealing with, 32 Handouts, laboratory work, 18 use of handouts, 18 science fear and math anxiety, Harvard University, 22 Large classes 57-58 Homework alternatives to lecturing, 10-11 teaching strategies for dealing grading, 40-41 demonstration projects for, 14 with, 29 take-home tests, 42 discussion sections, 14 types of, 27-28 Learning Molecular biology, 13 allowing time for reflection, 24 Multimedia presentations, 11 (Page numbers in italics refer to text in sidebars.)
From page 87...
... See Peer evaluation, 37 Student-teacher relations Stanford University, 10, 13 Peer instruction, 22 Teachers Student-centered teaching, 3, 4 Perlmutter, Daniel D., 5 education of future, 7 discussion sections in, 14 Physical resources Teaching instructional resources, 47 determinants of teaching style, collaborative syllabus design, 4 Student-teacher relations 4-5 continuum of activities in, 2 accommodating student for inquiry-based labs, 73-74 conveying science as human differences, 59-61 professional publications, 69-72 endeavor, 61 electronic communications selection of instructional dealing with student technology for, 53 materials, 47, 48 misconceptions, 28-32 helping students succeed, 56-57 textbook use, 48-51 demonstration projects, 13-14 importance of, 55 Physics, 22 education and training of learning and, 55-56 Planning teachers, 7, 19-20 learning students' names, 56 demonstrations, 13-14 effective assessment practices, mentoring relationships, 60-61 discussions, 15 33 office hours, 53, 56 laboratory work, 16-18, 18-19 engaging students, 23-24 Students selection of instructional experimentation with, 1 cultural motivations, 59 materials, 47, 48 gender bias, 60 determinants of syllabus design, syllabus, 5-6 goals, 9 6 tests, 42 handling student questions, 12 determinants of teaching style, 4 See also Course design 13 English as second language for, Princeton University, 6, 17 helping students prepare for 59 gender differences in classroom tests, 43 behavior, 60 information technologies for, 51Q 54 names of, 56 Questioning older, 58 knowledge requirements for, 3 effective use of, 12-13 overcoming science fear and methods, 9. See also specific study questions with reading math anxiety, 57-58 method assignments, 24, 25 participation in design of lecture rapid delivery of information, 47 format, 12 relationship to learning, 2 participation in discussions, 15 resources for improving, 1-2 R student learning styles and, 6, perception of good teaching, 2 questions of, teaching 22-23 Reading assignments, 24, 25 opportunities in, 12-13 student perception of, 2 Recruitment of science students, 60 responses to poor teaching, 2 subject matter expertise and, 1 Reflection, 24 ridiculing of science by, 61 textbook use, 48-51 by writing, 25 teacher evaluation by, 35-36, 37- See also Assessment of Religious beliefs, scientific 38 teaching; Teaching style(s)
From page 88...
... 88 SCIENCE TEACHING RECONSIDERED: A HANDBOOK Teaching load helping students learn from Thinking aloud pair problem assessment activities and, 33 exams, 44 solving, 24 as determinant of teaching style, helping students prepare for, 43 Tilghman, Shirley, 6 4 of laboratory activities, 39-40 Tutoring, 56-57 Teaching style(s) multiple choice questions, 41, 42 for active learning, 4 open-book tests, 43 common features, 3, 9 oral presentations for, 40 U considerations in selection of, problem-solving questions, 42 University of Pennsylvania, 5 4-5 reporting results to students, 43 development of, 2, 3-5 44 discipline-centered, 2-3, 4 short answer questions, 41-42 V instructor-centered, 3, 4, 14, 47 student perceptions of, 39 Videotape, for analysis of teaching integrative approach, 3, 5 take-home tests, 42 practice, 36-37 student-centered, 3, 4 test formats, 41-42 teaching goals and, 3 written work for, 40, 41 types of, 2 See also Assessment and W See also Teaching evaluation of students; Testing Grading Wilkinson, David, 6 assessment alternatives, 34-35 Textbooks World Wide Web, 52 electronic communications ancillary products, 50 Writing assignments technology for, 53 customized, 50-51 draft reports, 40 essay questions, 42 effectiveness of, 49 essay questions on tests, 42 frequency of, 43 good qualities, 48 grading, 40, 41 goals, 41 helping students use, 50, 51 learning to write research papers, of group work, 40 historical development, 48-49 25 limitations, 48 for understanding, 25 selection, 49-50 text presentation, 49 (Page numbers in italics refer to text in sidebars.)


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