TY  - BOOK
AU  - Taji,Acram,ed
TI  - Teaching in the sciences : : learner-centered approaches
SN  - 1560222638 (alk. paper)
U1  - 371.5 22
PY  - 2005///
CY  - Binghamton, N.Y.
PB  - Food Products Press
KW  - Education--Teaching--Science
N1  - 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


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