Description

Size does matter. When you're faced with a class of 50, 150, or even 250 college students, it's tough to head off boredom - much less promote higher-order thinking and inquiry skills. But it's not impossible, thanks to the professor-tested techniques in this collection of 14 articles from the Journal of College Science Teaching.

The book starts by examining what research shows about the effectiveness of popular teaching styles. (Surprise: Lectures don't stimulate active learning.) From there, the authors offer proven alternatives that range from small-scale innovations to completely revamped teaching methods. Suggested strategies include using quizzes in place of midterms and finals, student forums, interactive lectures, collaborative groups, group facilitators, and e-mail and computer technology.

The contributors write in first person, making the book as readable as it is practical. One of the most thought-provoking chapters is called, "Are We Cultivating Couch Potatoes in Our College Science Lectures?" With this book's help, you can answer that question with a definitive no.

Table of Contents

Acknowledgments

Introduction

SciLINKS

OVERVIEW

How Do College Students Best Learn Science: An Assessment of Popular Teaching Styles and Their Effectiveness
William H. Leonard (May 2000)

Are We Cultivating “Couch Potatoes” in Our College Science Lectures?
Thomas R. Lord(September/October 1999)

ACTIVE LEARNING STRATEGIES

Getting There from Here: Making the Transition from Traditional Teaching Practices to Those That Are Student Centered
M. W. Caprio and Lynda B. Micikas (December 1997/January 1998

Constructing Knowledge in the Lecture Hall
Daniel J. Klionsky (December 2001/January 2002)

Active Learning in the Lecture Hall
Elaine J. Anderson (May 1997)

The Lecture Facilitator: Sorcerer’s Apprentice
Donald P. French and Connie P. Russell (October 2001)

Facilitating the Reading/Discussion Connection in the Interactive Classroom
Beverly C. Pestel (September/October 1997)

A Peer-Reviewed Research Assignment for Large Classes
LaRhee Henderson and Charisse Buising (October 2000)

An Interactive Lecture Notebook: Twelve Ways to Improve Students’ Grades
John E. Stencel (March/April 1998)

MODERN INFORMATION TECHNOLOGY

Using E-mail to Improve Communication in the Introductory
Science Classroom
Kathryn Hedges and Barbara Mania-Farnell (December 1998/January 1999)

Using Internet Class Notes and PowerPoint in the Physical
Geology Lecture
Erwin J. Mantei (March/April 2000)

Creating Direct Channels of Communication:
Fostering Interaction with E-mail and In-class Notes
Gili Marbach-Ad and Phillip G. Sokolove (November 2001)

ACTION RESEARCH AND ASSESSMENT

Using Action Research to Bring the Large Class Down to Size
Jeffrey P. Adams and Timothy F. Slater (November 1998)

Gauging Students’ Learning in the Classroom:
An Assessment Tool to Help Refine Instructors’ Teaching Techniques
Judith E. Heady (November 2001)