Science Teaching Reconsidered:

A Handbook

Status: Available Now

Size: 104 pages, 8.5 x 11

Publication Year:1997

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PAPERBACK ISBN-10: 0-309-05498-2 ISBN-13: 978-0-309-05498-0	$25.00	Add to Cart

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Authors:
Committee on Undergraduate Science Education, National Research Council
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Description:
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, ...
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Reviews:
"This volume provides a rich source of information intended for graduate teaching assistants and new faculty members who would like to become more effective teachers."--Robert Cooper, American Biology Teacher, April 1999 ...
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Table of Contents
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Front Matter	i-xiv
Chapter 1: How Teachers Teach: General Principles	1-8	(skim)
Chapter 2: How Teachers Teach: Specific Methods	9-20	(skim)
Chapter 3: Linking Teaching with Learning	21-26	(skim)
Chapter 4: Misconceptions as Barriers to Understanding Science	27-32	(skim)
Chapter 5: Evaluation of Teaching and Learning	33-38	(skim)
Chapter 6: Testing and Grading	39-46	(skim)
Chapter 7: Choosing and Using Instructional Resources	47-54	(skim)
Chapter 8: Getting to Know Your Students	55-62	(skim)
Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues	63-68	(skim)
Appendix B: Periodicals Related to Undergraduate Science Education	69-72	(skim)
Appendix C: Laboratory Issues	73-76	(skim)
References	77-84	(skim)
Index	85-88	(skim)

Description

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.

Reviews

"This volume provides a rich source of information intended for graduate teaching assistants and new faculty members who would like to become more effective teachers."--Robert Cooper, American Biology Teacher, April 1999

Science Teaching Reconsidered:

A Handbook

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