Science Teaching Reconsidered
A Handbook
Seiten
1997
National Academies Press (Verlag)
978-0-309-05498-0 (ISBN)
National Academies Press (Verlag)
978-0-309-05498-0 (ISBN)
What impact does teaching style have? How do I plan a course curriculum? This handbook provides productive approaches to these and several other questions. It provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods - and the wonder - of science.
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science.
What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions.
Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Table of Contents
Front Matter
Chapter 1: How Teachers Teach: General Principles
Chapter 2: How Teachers Teach: Specific Methods
Chapter 3: Linking Teaching with Learning
Chapter 4: Misconceptions as Barriers to Understanding Science
Chapter 5: Evaluation of Teaching and Learning
Chapter 6: Testing and Grading
Chapter 7: Choosing and Using Instructional Resources
Chapter 8: Getting to Know Your Students
Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues
Appendix B: Periodicals Related to Undergraduate Science Education
Appendix C: Laboratory Issues
References
Index
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science.
What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions.
Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Table of Contents
Front Matter
Chapter 1: How Teachers Teach: General Principles
Chapter 2: How Teachers Teach: Specific Methods
Chapter 3: Linking Teaching with Learning
Chapter 4: Misconceptions as Barriers to Understanding Science
Chapter 5: Evaluation of Teaching and Learning
Chapter 6: Testing and Grading
Chapter 7: Choosing and Using Instructional Resources
Chapter 8: Getting to Know Your Students
Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues
Appendix B: Periodicals Related to Undergraduate Science Education
Appendix C: Laboratory Issues
References
Index
Committee on Undergraduate Science Education, National Research Council
1 Front Matter; 2 Chapter 1: How Teachers Teach: General Principles; 3 Chapter 2: How Teachers Teach: Specific Methods; 4 Chapter 3: Linking Teaching with Learning; 5 Chapter 4: Misconceptions as Barriers to Understanding Science; 6 Chapter 5: Evaluation of Teaching and Learning; 7 Chapter 6: Testing and Grading; 8 Chapter 7: Choosing and Using Instructional Resources; 9 Chapter 8: Getting to Know Your Students; 10 Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues; 11 Appendix B: Periodicals Related to Undergraduate Science Education; 12 Appendix C: Laboratory Issues; 13 References; 14 Index
| Erscheint lt. Verlag | 12.4.1997 |
|---|---|
| Verlagsort | Washington |
| Sprache | englisch |
| Maße | 216 x 279 mm |
| Themenwelt | Naturwissenschaften |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-309-05498-2 / 0309054982 |
| ISBN-13 | 978-0-309-05498-0 / 9780309054980 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
Grundlagen und Konzepte für Familie, Kita, Schule und Soziale Arbeit
Buch | Softcover (2024)
Kohlhammer (Verlag)
CHF 49,95
Dem Lernen Raum geben
Buch | Softcover (2024)
hep verlag
CHF 43,00
Buch | Hardcover (2025)
Vandenhoeck & Ruprecht (Verlag)
CHF 34,95
