9781560222637

Teaching in the Sciences: Learner-Centered Approaches

by ;
  • ISBN13:

    9781560222637

  • ISBN10:

    1560222638

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2005-02-14
  • Publisher: CRC Press

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Summary

Teaching in the Sciences: Learner-Centered Approaches steers the learning process away from traditional modes of instruction to a more student-centered, activity-based curriculum that makes science relevant, engaging, and interesting. This innovative book helps educators bring out the best in their students -- and themselves -- by identifying and meeting students' needs and providing environments that encourage active, strategic learning. Some of the topics this book addresses: using broadband videoconferencing for distance learning in tertiary science; assessing for learning in the crucial first year of university studies; using Information and Communication Technology (ICT) in molecular science; applying ICT to provide student feedback; teaching biostatistics in the environmental life sciences; developing metacognition and problem-solving skills in students; the evolution of metAHEAD, an online resource that supports strategy development and self-monitoring in problem solving; the development of a problem-based learning approach (PBL) for students in environmental science and natural resource management; and much more. Helpful tables and figures make complex information easy to access and understand.

Table of Contents

About the Editors ix
Contributors xi
Foreword xvii
Stephen Dinham
Introduction. Learner-Centered Approaches in the Sciences 1(8)
Catherine McLoughlin
Acram Taji
Student-Centered Ecology: Authentic Contexts and Sustainable Science
9(18)
Susan Barker
Introduction
9(1)
Challenges in Teaching Ecology
10(1)
Experiential and Constructivist Approaches
11(5)
Learner-Centered Teaching Materials: Promoting Sustainability
16(1)
Fieldwork Teaching: Are Learner-Centered Approaches Possible?
17(4)
Learning Indicators
21(2)
Conclusion
23(4)
The Use of ICT in Molecular Science Student-Centered Learning: A Developmental Approach
27(16)
Philip L. R. Bonner
Introduction
27(1)
ICT and Student Learning
28(3)
CAL: A Learner-Centered Approach to Numeracy Problems
31(1)
Evolving Evaluation
32(2)
A Learner-Centered Approach to a Laboratory Simulation
34(3)
Conclusion
37(6)
The Undergraduate Life Sciences Laboratory: Student Expectations, Approaches to Learning, and Implications for Teaching
43(20)
Janet Gorst
Susan Lee
Introduction
43(2)
A Review of the Literature
45(3)
A Laboratory Study
48(11)
Conclusion
59(4)
Developing the Metacognitive and Problem-Solving Skills of Science Students in Higher Education
63(22)
Rowan W. Hollingworth
Catherine McLoughlin
Introduction
63(1)
Linking Problem-Solving and Metacognitive Skills
64(2)
Teaching Problem Solving
66(2)
The Need for Ill-Defined Problem Types
68(3)
Design of Technology-Supported Metacognitive Training
71(2)
Metahead: An Online Tutorial to Support Metacognition
73(6)
Conclusion
79(6)
Distributed Problem-Based Learning and Threaded Discourse
85(20)
Lisa Lobry de Bruyn
Introduction
85(1)
Background and Literature Review
86(4)
Description of Learning Activity
90(2)
Assignment Structure and Learner Support
92(2)
Evaluation of Learning Activity and Student/Instructor Experiences
94(6)
Conclusion
100(2)
Appendix
102(3)
Problem Solving in the Sciences: Sharing Expertise with Students
105(18)
Catherine McLoughlin
Rowan W. Hollingworth
Introduction
105(1)
Background
105(2)
Novices and Experts
107(3)
Developing Self-Knowledge
110(5)
The Need for Open-Ended Tasks
115(2)
Recommendations for Teaching Problem Solving
117(2)
Conclusion
119(4)
Student-Centered Learning Support in the Sciences
123(18)
Robyn Muldoon
Introduction
123(1)
Supportive Pedagogies for Students in the Sciences
124(6)
The Faculty Mentor Program at UNE
130(6)
Conclusion
136(5)
``Drowning by Numbers'': The Effectiveness of Learner-Centered Approaches to Teaching Biostatistics in the Environmental Life Sciences
141(16)
Debra L. Panizzon
Andrew J. Boulton
Introduction
141(2)
The Constructivist Framework: Two Common Threads
143(2)
Challenging Alternative Conceptions in Biostatistics
145(4)
Encouraging a Deep Approach to Learning
149(3)
Conclusion
152(5)
Application of ICT to Provide Feedback to Support Learning in First-Year Science
157(20)
Mary Peat
Sue Franklin
Charlotte Taylor
Introduction
157(1)
Diversity of Australian First-Year Science Students
158(1)
Supporting First-Year Science Students with Relevant Feedback
159(3)
Provision of Online Feedback to First-Year Biology Students at the University of Sydney
162(2)
Use of Feedback in the Development of Scientific Writing Skills
164(4)
Use of Computer-Based Self-Assessment Modules Providing Feedback
168(4)
Conclusion
172(5)
Assessing for Learning in the Crucial First Year of University Study in the Sciences
177(22)
Frances Quinn
Introduction
177(2)
Dimensions of Assessment
179(3)
Assessment Strategies for First-Year Science
182(1)
Specific Assessment Techniques for Large First-Year Science Classes
183(10)
Conclusion
193(6)
Exploring the Usefulness of Broadband Videoconferencing for Student-Centered Distance Learning in Tertiary Science
199(18)
Robyn Smyth
Introduction
199(1)
A Conceptual Framework: Pedagogy, Philosophy, and Transitions
200(6)
Teaching for Student Engagement in Science
206(1)
Exploring the Usefulness of Broadband Videoconferencing
207(3)
Developing a Conceptual Framework to Plan Potential Student Engagement
210(2)
Conclusion
212(5)
Index 217

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