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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
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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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Constructive-Developmental Pedagogy in Chemistry
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This chapter reflects on research in constructive-developmental (CD) pedagogy having application to today’s undergraduate science classroom. Its focus is on the undergraduate chemistry curriculum and pedagogy. The…
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Converting Your Lab from Verification to Inquiry
Book Chapter |
This chapter offers insight into how to create laboratories that provide students with research experiences within the constraints of time, resources, and course formats that most faculty face. It provides a research-…
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Technology-Enriched Learning Environments in University Chemistry
Book Chapter |
Science and technology courses in higher education have traditionally been composed of three elements—lecture, recitation, and evaluation—and have been conducted in lecture-based, teacher-centered settings. In recent…
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Book Chapter |
Animations (rapidly changing sequences of drawn objects that simulate motion as in a movie) have been advocated for classroom use for years (Hall 1996), and there is good evidence to support the value of this practice.…
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Instructional Technology: A Review of Research and Recommendations for Use
Book Chapter |
Carefully chosen and properly used instructional technology can increase student learning and student interest. Poorly used instructional technology can do the opposite; we have all experienced this phenomenon when…
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Web-Based Practice and Assessment Systems in Science
Book Chapter |
In this chapter the authors describe the specific kinds of items that they have developed for use in automated practice systems and discuss some issues related to web-based learning. Next, they describe in broad terms…
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