Details
| Type of Product: | Book Chapter |
| Publication Title: | Handbook of College Science Teaching |
| Publication Date: | 1/1/2006 |
| Pages: | 8 |
| Grade Level: | College |
| See Also: | View all available chapters for this book
View the full version of this book
View the downloadable PDF version of this book
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Description
Recent educational initiatives call for changes in science education that promote the development of students’ scientific skills, such as interpreting data, applying concepts, and synthesizing information. Although these initiatives do not explicitly recommend that primary literature should be incorporated as a component of undergraduate science education, instruction with primary literature can promote these skills. This chapter reviews the importance of students interacting with primary literature, where to locate primary literature that supports course content, how to determine which articles to include, and multiple approaches for integrating scientific literature into courses.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Analyzing data
Communicating
Scientific habits of mind
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| Intended User Role: | College/University Professor (core science discipline), College/University Professor (preservice science education) |
| Educational Issues: | Achievement, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 288 KB |
| Requirements: | Requires Adobe Acrobat Reader |
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National Standards Correlation
This resource has 8 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Think critically and logically to make the relationships between evidence and explanations.
- Communicate scientific procedures and explanations.
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Teaching Standards
- 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.
- Teachers provide students with the time, space, and resources needed to learn science.
- Make the available science tools, materials, media, and technological resources accessible to students.
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