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Using Rubrics to Foster Meaningful Learning
Book Chapter |
Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of California-Berkley) has developed an array of “issue-oriented”…
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Professional Development and Teacher Learning: Using Concept Maps in Inquiry Classrooms
Book Chapter |
Two urban middle school science teachers used concept maps as a form of assessment in their inquiry-oriented teaching. Critical steps in this learning process included adapting curriculum materials to a specific school…
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Coming to See the Invisible: Assessing Understanding in an Inquiry-Focused Science Classroom
Book Chapter |
The work discussed here focused on the design of curricula that mirrored important aspects of realistic scientific practice, especially the ways in which causal models are used to account for patterns in data and the…
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Science Anxiety: Research and Action
Book Chapter |
Science anxiety has been shown to seriously impede student learning. This chapter will describe research done on science anxiety and will explain specific actions that college science teachers can take to build the…
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New Physics Teaching and Assessment: Laboratory- and Technology-Enhanced Active Learning
Book Chapter |
For more than half a decade, two universities—North Carolina State University (NCSU) and Massachusetts Institute of Technology—have been engaged in reforming their introductory physics courses. This chapter describes…
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Developing Scientific Reasoning Patterns in College Biology
Book Chapter |
A long-held and central objective of science instruction is to help students develop scientific reasoning patterns. During the past few decades, considerable research has been undertaken to identify the nature of…
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Learning Science and the Science of Learning
Book Chapter |
In 1988, at the invitation of the journal editors, the author published an article by the same title as this chapter in the journal, Studies in Science Education. This chapter summarizes some of the key points made in…
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The Impact of a Conceptually Sequenced Genetics Unit in an Introductory College Biology Course
Book Chapter |
In this chapter, the authors describe how they revised the genetics section of an introductory biology course to reflect current knowledge of learning theory and conceptual change. A sequence and associated experiences…
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Do Introductory Science Courses Select for Effort or Aptitude?
Book Chapter |
On the first day of classes, students in introductory biology courses believe that effort is the most accurate predictor of their academic success. Students know which academic behaviors are important for success, and…
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Active Learning in the College Science Classroom
Book Chapter |
Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled…
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Incorporating Primary Literature Into Science Learning
Book Chapter |
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…
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Fieldwork: New Directions and Exemplars in Informal Science Education Research
Book Chapter |
Fieldwork can teach our students that although controlled experiments are one route to scientific knowledge, they are by no means the only route (McComas 1996). In this chapter the authors have selected a small set of…
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Using Case Studies to Teach Science
Book Chapter |
Storytelling as a formal educational device arguably entered the didactic scene about 100 years ago with case study teaching at Harvard (Herreid 1994). There in the law and business schools, instructors and students…
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Book Chapter |
Poetry writing is a simple yet effective way to encourage the development of cross-disciplinary connections, creativity, and critical thinking in science students. In other words, by mating ideas and methods from…
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Improving Student Attitudes Toward Biology
Book Chapter |
Osborne, Simon, and Collins (2003) found positive correlations between attitude and certain characteristics of the classroom environment, including student-centered instructional designs, high levels of personal support…
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