Edited by: Joel J. Mintzes and William H. Leonard
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Handbook of College Science Teaching
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
based on 1 review
|Read Inside:||Read a sample chapter: Science Anxiety: Research and Action
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters—each written by experienced, award-winning science faculty—are organized into eight sections:
• Attitudes and motivations (including research on science anxiety)
• Active learning
• Factors affecting learning
• Innovative teaching approaches (such as the use of primary literature, fieldwork, and inquiry labs)
• Use of technology for both teaching and student research
• Special challenges, such as teaching effectively to culturally diverse or learning disabled students
• Pre-college science instruction
• Improving instruction
No other book fills the Handbook’s unique niche as a definitive guide for science professors in all content areas. It even includes special help for those who teach non-science majors at the freshman and sophomore levels. The Handbook is ideal for graduate teaching assistants in need of a solid introduction, senior faculty and graduate coordinators in charge of training new faculty and grad students, and mid-career professors in search of reinvigoration.
|Intended User Role:||College/University Professor (core science discipline), College/University Professor (preservice science education), Learner, Mentor, New Teacher, Professional Development Provider, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Integrating technology, Learning theory, Professional development, Teacher preparation, Teaching strategies
Unit I – Attitudes and Motivation
Science Anxiety: Research and Action
Improving Student Attitudes Toward Biology
Motivation to Learn in College Science
Unit II – Active Learning
Experiential Learning in a Large Introductory Biology Course
Strategies for Interactive Engagement in Large Lecture Science Survey Classes
Undergraduate Research in Science: Not Just for Scientists Anymore
Concept Mapping in College Science
Peer Instruction: Making Science Engaging
Open Laboratories in College Science
New Physics Teaching and Assessment:
Laboratory- and Technology-Enhanced Active Learning
Unit III – Factors Affecting Learning
Developing Scientific Reasoning Patterns in College Biology
Learning Science and the Science of Learning
The Impact of a Conceptually Sequenced Genetics Unit
Do Introductory Science Courses Select for Effort or Aptitude?
Active Learning in the College Science Classroom
Unit IV – Innovative Teaching Approaches
Incorporating Primary Literature Into Science Learning
Fieldwork: New Directions and Exemplars in
Using Case Studies to Teach Science
Mating Darwin with Dickinson: How Writing Creative Poetry in Biology
Constructive-Developmental Pedagogy in Chemistry
Converting Your Lab from Verification to Inquiry
Unit V – Use of Technology
Technology-Enriched Learning Environments in University Chemistry
Animating Your Lecture
Instructional Technology: A Review of Research and Recommendations for Use
Web-Based Practice and Assessment Systems in Science
Teaching Students to Evaluate the Accuracy of Science Information
Unit VI – Meeting Special Challenges
Science, Technology, and the Learning Disabled: A Review of the Literature
Diversity in the Physical Science Curriculum: The Intellectual Challenge
Incorporating Cultural Diversity Into College Science
Alternative Conceptions: New Directions and Exemplars in College Science Education Research
Applying Conceptual Change Strategies to College Science Teaching
Unit VII – Pre-College Science Instruction
Ensuring That College Graduates Are Science Literate: Implications of K-12 Benchmarks and Standards
The High-School-to-College Transition in Science
Factors Influencing Success in Introductory College Science
Unit VIII – Improving Instruction
Assessment Practices in College Science: Trends From the
Making Choices About Teaching and Learning in Science
Science and Civic Engagement: Changing Perspectives
Using Research on Teaching to Improve Student Learning
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National Standards Correlation
This resource has 15 correlations with the National Standards.
- Process Standards for Professional Development
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
- Use multiple methods and systematically gather data about student understanding and ability.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
- Display and demand respect for the diverse ideas, skills, and experiences of all students.
“…[T]his collection presents ideas for encouraging active engagement and meaningful learning in college science courses, innovative teaching approaches for reaching the new generation of college students, and different ways to incorporate new technology in the classroom….”
SciTech Book News, March 1, 2007
||Handbook of College Science Teaching
||Reviewed by: Dan Bisaccio (Troy, NH) on March 11, 2009
||1.Strategies to achieve active learning and factors affecting learning.
2. Several innovative teaching approaches.
If you wish to add your review, click here.