Teaching in the sciences : (Record no. 868)
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000 -LEADER | |
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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/> |
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 |
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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 |