Welcome to UE Central Library

Keep Smiling

Teaching in the sciences : (Record no. 868)

MARC details
000 -LEADER
fixed length control field 05168cam a22002174a 4500
001 - CONTROL NUMBER
control field 2171
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20221103174603.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 040324s2005 nyua b 001 0 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 1560222638 (alk. paper)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781560222644
040 ## - CATALOGING SOURCE
Transcribing agency DLC
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.5
Edition number 22
Item number M226
245 00 - TITLE STATEMENT
Title Teaching in the sciences :
Remainder of title learner-centered approaches
Statement of responsibility, etc Edited by McLoughlin, Catherine
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Binghamton, N.Y. :
Name of publisher, distributor, etc Food Products Press,
Date of publication, distribution, etc 2005
300 ## - PHYSICAL DESCRIPTION
Extent xx, 228 p.
Other physical details ill. ;
Dimensions 22 cm.
500 ## - GENERAL NOTE
General note Includes bibliographical references and index.
650 0# - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education--Teaching--Science
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Taji, Acram., ed.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Books
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note 1. Contents <br/>2. About the editors <br/>3. Contributors <br/>4. Foreword <br/>5. Stephen dinham <br/>6. Introduction: learner-centered approaches in the sciences <br/>7. Catherine mcloughlin <br/>8. Acram taji <br/>9. Chapter 1. Student-centred ecology: authentic contexts <br/>10. And sustainable science <br/>11. Susan barker <br/>12. Introduction <br/>13. Challenges in teaching ecology <br/>14. Experiential and constructivist approaches <br/>15. Learner-centered teaching materials: <br/>16. Promoting sustainability <br/>17. Fieldwork teaching: are learner-centered approaches <br/>18. Possible? <br/>19. Learning indicators <br/>20. Conclusion <br/>21. Chapter 2. The use of ict in molecular science <br/>22. Student-centered learning: a developmental approach <br/>23. Philip l. R. Bonner <br/>24. Introduction <br/>25. Ict and student learning <br/>26. Cal: a learner-centered approach to numeracy problems<br/>27. Evolving evaluation <br/>28. A learner-centered approach to a laboratory simulation <br/>29. Conclusion <br/>30. Chapter 3. The undergraduate life sciences laboratory: <br/>31. Student expectations, approaches to learning, <br/>32. And implications for teaching <br/>33. Janet gorst <br/>34. Susan lee <br/>35. Introduction <br/>36. A review of the literature <br/>37. A laboratory study <br/>38. Conclusion <br/>39. Chapter 4. Developing the metacognition <br/>40. And problem-solving skills of science students <br/>41. In higher education <br/>42. Rowan w. Hollingworth <br/>43. Catherine mcloughlin <br/>44. Introduction <br/>45. Linking problem-solving and metacognitive skills <br/>46. Teaching problem solving <br/>47. The need for ill-defined problem types <br/>48. Design of technology-supported metacognitive training <br/>49. Metahead: an online tutorial to support metacognition <br/>50. Conclusion <br/>51. Chapter 5. The use of distributed problem-based learning <br/>52. And threaded discourse in teaching natural sciences <br/>53. At the university level: problems and prospects <br/>54. Lisa lobry de bruyn <br/>55. Introduction <br/>56. Background and literature review <br/>57. Description of learning activity <br/>58. Assignment structure and learner support <br/>59. Evaluation of learning activity and student/instructor <br/>60. Experiences <br/>61. Conclusion <br/>62. Chapter 6. Problem solving in the sciences: <br/>63. Sharing expertise with students <br/>64. C. Mcloughlin <br/>65. Rowan w. Hollingworth <br/>66. Introduction <br/>67. Background <br/>68. Novices and experts <br/>69. Developing self-knowledge <br/>70. The need for open-ended tasks <br/>71. Recommendations for teaching problem solving <br/>72. Conclusion <br/>73. Chapter 7. Student-centered learning support <br/>74. In the sciences <br/>75. Robyn muldoon <br/>76. Introduction <br/>77. Supportive pedagogies for students in the sciences <br/>78. The faculty mentor program at une <br/>79. Conclusion <br/>80. Chapter 8. "drowning by numbers": the effectiveness <br/>81. Of learner-centered approaches to teaching <br/>82. Biostatistics in the environmental life sciences <br/>83. Debra l. Panizzon <br/>84. Andrew j. Boulton <br/>85. Introduction <br/>86. The constructivist framework: two common threads <br/>87. Challenging alternative conceptions in biostatistics <br/>88. Encouraging a deep approach to learning <br/>89. Conclusion <br/>90. Chapter 9. Application of ict to provide feedback <br/>91. To support learning in first-year science <br/>92. Mary peat <br/>93. Sue franklin <br/>94. Charlotte taylor <br/>95. Introduction <br/>96. Diversity of australian first-year science students <br/>97. Supporting first-year science students with relevant <br/>98. Feedback <br/>99. Provision of online feedback to first-year biology students <br/>100. At the university of sydney <br/>101. Use of feedback in the development of scientific writing <br/>102. Skills <br/>103. Use of computer-based self-assessment modules <br/>104. Providing feedback <br/>105. Conclusion <br/>106. Chapter 10. Assessing for learning in the crucial <br/>107. First year of university study in the sciences <br/>108. Frances quinn <br/>109. Introduction <br/>110. Dimensions of assessment <br/>111. Assessment strategies for first-year science <br/>112. Specific assessment techniques for large first-year <br/>113. Science classes<br/>114. Conclusion <br/>115. Chapter 11. Exploring the usefulness of broadband <br/>116. Videoconferencing for student-centered distance <br/>117. Learning in tertiary science <br/>118. Robyn smyth <br/>119. Introduction <br/>120. A conceptual framework: pedagogy, philosophy, <br/>121. And transitions <br/>122. Teaching for student engagement in science <br/>123. Exploring the usefulness of broadband videoconferencing <br/>124. Developing a conceptual framework to plan potential <br/>125. Student engagement <br/>126. Conclusion<br/><br/>
Holdings
Withdrawn status Damaged status Not for loan Home library Current library Date acquired Source of acquisition Full call number Barcode Date last seen Price effective from Koha item type
      UE-Central Library UE-Central Library 22.06.2018 U.E. 371.5 M4599 T2155 22.06.2018 22.06.2018 Books
      UE-Central Library UE-Central Library 14.02.2019 U.E.11599 371.5 M4599 T2169 14.02.2019 14.02.2019 Books
      UE-Central Library UE-Central Library 30.08.2019 U.E.11598 371.5 M4599 T2171 30.08.2019 30.08.2019 Books
Copyright © 2023, University of Education, Lahore. All Rights Reserved.
Email:centrallibrary@ue.edu.pk