Active Learning in College Science (PDF)
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This book explores evidence-based practice in college science teaching and investigates claims about the efficacy of alternative strategies in such teaching. It showcases outstanding cases of exemplary practice supported by solid evidence, and gives voice to practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. The book's primary focus is to uncover classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. To this end, it presents a review of published work in the field that suggests a useful way of classifying these classroom practices. Following an introduction based on constructivist learning theory, the book explores the practices of eliciting ideas and encouraging reflection. It examines the use of clickers to engage students and the support of peer interaction with small group activities. It discusses such topics as restructuring curriculum and instruction, rethinking the physical environment, enhancing understanding with technology, and assessing understanding. The final section of the book is devoted to professional issues facing college and university faculty who choose to adopt active learning in their courses.
Joel J. Mintzes (B.S., M.S. Illinois, Ph.D. Northwestern) is a veteran of 40 years in the college biology classroom, having served on faculties in Canada, North Carolina, and California. His widely published research focuses on conceptual development and cognitive processes in biology, and environmental education. He has served on numerous editorial boards, as co-editor of three previous volumes, and worked as Director of Research of The Private Universe Project, and Senior Researcher of the MOSART and FICSS projects at the Harvard-Smithsonian Center for Astrophysics, Lead Fellow at the National Institute for Science Education (University of Wisconsin), Fulbright-Technion Fellow at the Israel Institute of Technology, Distinguished Visiting Professor at the Homi Bhaba Centre for Science Education in India, and Visiting Scholar at Providence University in Taiwan, and Beijing Normal University in the Peoples Republic of China. He was co-recipient of the Award of Merit given by the editorial board of the journal, Science Education, for his work on alternative conceptions in science.
Emily M. Walter (B.S. Iowa State, M.S. Western Illinois, Ph.D. Missouri, Post Doc, Western Michigan) is Assistant Professor of Biology and Director of the STEM Education Center at California State University, Fresno. Her extensive research, publications and presentations focus on teaching practices and pedagogical content knowledge of college science faculty, and evolution education. Her work has resulted in the development and validation of instruments that examine students' understanding of evolution and climate change, and on the influence of the academic workplace on faculty instructional practices. Currently she is engaged in a collaborative, on-going effort to improve college science teaching in the Arab Republic of Egypt.
- 2020, 1st ed. 2020, 1001 Seiten, Englisch
- Herausgegeben: Joel J. Mintzes, Emily M. Walter
- Verlag: Springer-Verlag GmbH
- ISBN-10: 303033600X
- ISBN-13: 9783030336004
- Erscheinungsdatum: 23.02.2020
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- Größe: 29 MB
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