Transforming University Biochemistry Teaching Using Collaborative Learning and Technology
Ready, Set, Action Research!
(Sprache: Englisch)
This captivating text on university pedagogy aims to show that biochemistry (or any science) is a way of thinking about the world. The author views the classroom through various theoretical perspectives and reviews research into enhanced education techniques.
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This captivating text on university pedagogy aims to show that biochemistry (or any science) is a way of thinking about the world. The author views the classroom through various theoretical perspectives and reviews research into enhanced education techniques.
Klappentext zu „Transforming University Biochemistry Teaching Using Collaborative Learning and Technology “
One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data.The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data.
The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
Inhaltsverzeichnis zu „Transforming University Biochemistry Teaching Using Collaborative Learning and Technology “
ACKNOWLEDGEMENTS. DEDICATION. ABBREVIATIONS. TABLE OF CONTENTS. PREFACE.CHAPTER 1 INTRODUCING THE STUDY WHY STUDY A UNIVERSITY-LEVEL CLASSROOM? WHAT ARE MY OBJECTIVES? HOW DID I STRUCTURE THIS BOOK? Ongoing growth Power of Narrative Crises in the Postmodern World Crisis of Representation Crisis of Legitimation Crisis in Praxis ORGANIZATION OF CHAPTERS SOURCE OF QUESTIONNAIRES CHAPTER 2 RESEARCHING SCIENCE TEACHING AND LEARNING PREVIEW TO CHAPTER 2 INTRODUCTION WHAT'S ALREADY KNOWN? Need for Reform Research on Teaching Science in Higher Education Research in College Science Teaching General Issues Using Impressionistic Tales Looking at Chemistry Teaching Preparing Future Teachers of Science and Mathematics United States' Goal for K-12 in Science and Mathematics Improving Teacher Preparation in Science INTRODUCTION TO CASE STUDY OF A BIOCHEMISTRY CLASSROOM How Do I Frame the Study? What Are My Research Questions? What Options Could I Choose to Transform My College Teaching? What Genres Should I Use? What Is This Study's Significance? CHAPTER 3 DEVELOPING A RESEARCH PRACTICE PREVIEW TO CHAPTER 3 CHOOSING THEORY AS A LENS TO INFORM RESEARCH PRACTICE Matrix of Theoretical Frameworks Theoretical Perspectives Utilized Radical and Social Constructivism Communities of Practice Habermas' Theory of Communicative Action Sewell's Theory on Structure Agency Cultural Historical Activity TheoryMultiperspective approachesConducting a Qualitative StudyFourth Generation Evaluation Qualitative Data for the Action Research EXAMINING CRITERIA FOR A QUALITATIVESTUDY Quality Criteria for Ethnographic, Qualitative Data1) Trustworthiness2) Hermeneutic Process3) Authenticity CriteriaQuality Criteria in Fiction WritingFiction Workshop GuidelinesRichardson's Evocative Fictional RepresentationQuality Criteria in the MetalogueHANDLING AND MANAGING DATAEthical IssuesFacilities and ResourcesCurtin University of TechnologyFlorida State University National Research CouncilNational Association for
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Research in Science TeachingSUMMARIZING THE CHOSEN METHODOLOGIESCHAPTER 4 WRITING A STORY ABOUT TEACHING UNIVERSITY SCIENCEPREVIEW TO CHAPTER 4 ANALYZING A CLASSROOM BY WRITING A STORY ABOUT IT How I Chose to Depict Learning The Fictional Characters Fictionalized Story from Biochemistry Classroom WRITING THE STORY Data Sources-My Students My Reflective Journal-When Writing the Story Worksheets as a Tool to Writing Abbreviated Worksheets for CRW 4120, Story 2 Critical Feedback to Others in Fiction Workshop Point of View in Fiction Who Speaks? To Whom? In What Form? At What Distance from the Action? With What Limitations? My Perspective RECEIVING FEEDBACK ON STORY FROM MY STUDENTS Mary, an African American Future High School Science Teacher Franklin, an African American Premedical Student Manny and Rebeka, Two Graduate Students, Trying to Work and Learn in Their Collaborative Group SUMMARIZING THE CHAPTER CHAPTER 5 STUDENTS COLLABORATING IN THE CLASSROOM PREVIEW TO CHAPTER 5 UTILIZING COLLABORATIVE LEARNING DECIDING ON APPROACHES TO TEACH MY STUDENTS Seeking Input from Biochemistry Colleagues Site of My Action Research CRITIQUING THE LEARNING
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Bibliographische Angaben
- Autor: Penny J. Gilmer
- 2010, 224 Seiten, Maße: 16 x 24,1 cm, Gebunden, Englisch
- Verlag: Springer Netherlands
- ISBN-10: 1402049803
- ISBN-13: 9781402049804
- Erscheinungsdatum: 08.04.2010
Sprache:
Englisch
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