Teaching in the sciences :
Teaching in the sciences : learner-centered approaches
Edited by McLoughlin, Catherine
- Binghamton, N.Y. : Food Products Press, 2005
- xx, 228 p. ill. ; 22 cm.
Includes bibliographical references and index.
1. Contents
2. About the editors
3. Contributors
4. Foreword
5. Stephen dinham
6. Introduction: learner-centered approaches in the sciences
7. Catherine mcloughlin
8. Acram taji
9. Chapter 1. Student-centred ecology: authentic contexts
10. And sustainable science
11. Susan barker
12. Introduction
13. Challenges in teaching ecology
14. Experiential and constructivist approaches
15. Learner-centered teaching materials:
16. Promoting sustainability
17. Fieldwork teaching: are learner-centered approaches
18. Possible?
19. Learning indicators
20. Conclusion
21. Chapter 2. The use of ict in molecular science
22. Student-centered learning: a developmental approach
23. Philip l. R. Bonner
24. Introduction
25. Ict and student learning
26. Cal: a learner-centered approach to numeracy problems
27. Evolving evaluation
28. A learner-centered approach to a laboratory simulation
29. Conclusion
30. Chapter 3. The undergraduate life sciences laboratory:
31. Student expectations, approaches to learning,
32. And implications for teaching
33. Janet gorst
34. Susan lee
35. Introduction
36. A review of the literature
37. A laboratory study
38. Conclusion
39. Chapter 4. Developing the metacognition
40. And problem-solving skills of science students
41. In higher education
42. Rowan w. Hollingworth
43. Catherine mcloughlin
44. Introduction
45. Linking problem-solving and metacognitive skills
46. Teaching problem solving
47. The need for ill-defined problem types
48. Design of technology-supported metacognitive training
49. Metahead: an online tutorial to support metacognition
50. Conclusion
51. Chapter 5. The use of distributed problem-based learning
52. And threaded discourse in teaching natural sciences
53. At the university level: problems and prospects
54. Lisa lobry de bruyn
55. Introduction
56. Background and literature review
57. Description of learning activity
58. Assignment structure and learner support
59. Evaluation of learning activity and student/instructor
60. Experiences
61. Conclusion
62. Chapter 6. Problem solving in the sciences:
63. Sharing expertise with students
64. C. Mcloughlin
65. Rowan w. Hollingworth
66. Introduction
67. Background
68. Novices and experts
69. Developing self-knowledge
70. The need for open-ended tasks
71. Recommendations for teaching problem solving
72. Conclusion
73. Chapter 7. Student-centered learning support
74. In the sciences
75. Robyn muldoon
76. Introduction
77. Supportive pedagogies for students in the sciences
78. The faculty mentor program at une
79. Conclusion
80. Chapter 8. "drowning by numbers": the effectiveness
81. Of learner-centered approaches to teaching
82. Biostatistics in the environmental life sciences
83. Debra l. Panizzon
84. Andrew j. Boulton
85. Introduction
86. The constructivist framework: two common threads
87. Challenging alternative conceptions in biostatistics
88. Encouraging a deep approach to learning
89. Conclusion
90. Chapter 9. Application of ict to provide feedback
91. To support learning in first-year science
92. Mary peat
93. Sue franklin
94. Charlotte taylor
95. Introduction
96. Diversity of australian first-year science students
97. Supporting first-year science students with relevant
98. Feedback
99. Provision of online feedback to first-year biology students
100. At the university of sydney
101. Use of feedback in the development of scientific writing
102. Skills
103. Use of computer-based self-assessment modules
104. Providing feedback
105. Conclusion
106. Chapter 10. Assessing for learning in the crucial
107. First year of university study in the sciences
108. Frances quinn
109. Introduction
110. Dimensions of assessment
111. Assessment strategies for first-year science
112. Specific assessment techniques for large first-year
113. Science classes
114. Conclusion
115. Chapter 11. Exploring the usefulness of broadband
116. Videoconferencing for student-centered distance
117. Learning in tertiary science
118. Robyn smyth
119. Introduction
120. A conceptual framework: pedagogy, philosophy,
121. And transitions
122. Teaching for student engagement in science
123. Exploring the usefulness of broadband videoconferencing
124. Developing a conceptual framework to plan potential
125. Student engagement
126. Conclusion
1560222638 (alk. paper) 9781560222644
Education--Teaching--Science
371.5 / M226
Includes bibliographical references and index.
1. Contents
2. About the editors
3. Contributors
4. Foreword
5. Stephen dinham
6. Introduction: learner-centered approaches in the sciences
7. Catherine mcloughlin
8. Acram taji
9. Chapter 1. Student-centred ecology: authentic contexts
10. And sustainable science
11. Susan barker
12. Introduction
13. Challenges in teaching ecology
14. Experiential and constructivist approaches
15. Learner-centered teaching materials:
16. Promoting sustainability
17. Fieldwork teaching: are learner-centered approaches
18. Possible?
19. Learning indicators
20. Conclusion
21. Chapter 2. The use of ict in molecular science
22. Student-centered learning: a developmental approach
23. Philip l. R. Bonner
24. Introduction
25. Ict and student learning
26. Cal: a learner-centered approach to numeracy problems
27. Evolving evaluation
28. A learner-centered approach to a laboratory simulation
29. Conclusion
30. Chapter 3. The undergraduate life sciences laboratory:
31. Student expectations, approaches to learning,
32. And implications for teaching
33. Janet gorst
34. Susan lee
35. Introduction
36. A review of the literature
37. A laboratory study
38. Conclusion
39. Chapter 4. Developing the metacognition
40. And problem-solving skills of science students
41. In higher education
42. Rowan w. Hollingworth
43. Catherine mcloughlin
44. Introduction
45. Linking problem-solving and metacognitive skills
46. Teaching problem solving
47. The need for ill-defined problem types
48. Design of technology-supported metacognitive training
49. Metahead: an online tutorial to support metacognition
50. Conclusion
51. Chapter 5. The use of distributed problem-based learning
52. And threaded discourse in teaching natural sciences
53. At the university level: problems and prospects
54. Lisa lobry de bruyn
55. Introduction
56. Background and literature review
57. Description of learning activity
58. Assignment structure and learner support
59. Evaluation of learning activity and student/instructor
60. Experiences
61. Conclusion
62. Chapter 6. Problem solving in the sciences:
63. Sharing expertise with students
64. C. Mcloughlin
65. Rowan w. Hollingworth
66. Introduction
67. Background
68. Novices and experts
69. Developing self-knowledge
70. The need for open-ended tasks
71. Recommendations for teaching problem solving
72. Conclusion
73. Chapter 7. Student-centered learning support
74. In the sciences
75. Robyn muldoon
76. Introduction
77. Supportive pedagogies for students in the sciences
78. The faculty mentor program at une
79. Conclusion
80. Chapter 8. "drowning by numbers": the effectiveness
81. Of learner-centered approaches to teaching
82. Biostatistics in the environmental life sciences
83. Debra l. Panizzon
84. Andrew j. Boulton
85. Introduction
86. The constructivist framework: two common threads
87. Challenging alternative conceptions in biostatistics
88. Encouraging a deep approach to learning
89. Conclusion
90. Chapter 9. Application of ict to provide feedback
91. To support learning in first-year science
92. Mary peat
93. Sue franklin
94. Charlotte taylor
95. Introduction
96. Diversity of australian first-year science students
97. Supporting first-year science students with relevant
98. Feedback
99. Provision of online feedback to first-year biology students
100. At the university of sydney
101. Use of feedback in the development of scientific writing
102. Skills
103. Use of computer-based self-assessment modules
104. Providing feedback
105. Conclusion
106. Chapter 10. Assessing for learning in the crucial
107. First year of university study in the sciences
108. Frances quinn
109. Introduction
110. Dimensions of assessment
111. Assessment strategies for first-year science
112. Specific assessment techniques for large first-year
113. Science classes
114. Conclusion
115. Chapter 11. Exploring the usefulness of broadband
116. Videoconferencing for student-centered distance
117. Learning in tertiary science
118. Robyn smyth
119. Introduction
120. A conceptual framework: pedagogy, philosophy,
121. And transitions
122. Teaching for student engagement in science
123. Exploring the usefulness of broadband videoconferencing
124. Developing a conceptual framework to plan potential
125. Student engagement
126. Conclusion
1560222638 (alk. paper) 9781560222644
Education--Teaching--Science
371.5 / M226
