05182nam 22005894a 450 991045100080332120200520144314.01-933531-90-8(CKB)1000000000344131(EBL)284318(OCoLC)476034277(SSID)ssj0000080152(PQKBManifestationID)11110566(PQKBTitleCode)TC0000080152(PQKBWorkID)10095757(PQKB)11524897(MiAaPQ)EBC284318(Au-PeEL)EBL284318(CaPaEBR)ebr10158468(EXLCZ)99100000000034413120060512d2006 uy 0engur|n|---|||||txtccrHandbook of college science teaching[electronic resource] /Joel J. Mintzes and William H. Leonard, editorsArlington, Va. NSTA Pressc20061 online resource (432 p.)Description based upon print version of record.0-87355-260-1 Includes bibliographical references and index.Unit 1: Attitudes and Motivation; Ch1: Science Anxiety: Research and Action; Ch2: Improving Student Attitudes Toward Biology; Ch3: Motivation to Learn in College Science; Unit II: Active Learning; Ch4: Experiential Learning in a Large Introductory Biology Course; Ch5: Strategies for Interactive Engagement in Large Lecture Science Survey Classes; Ch6: Undergraduate Research in Science: Not Just for Scientists Anymore; Ch7: Concept Mapping in College Science; Ch8: Peer Instruction: Making Science Engaging; Ch9: Open Laboratories in College ScienceCh10: New Physics Teaching and Assessment: Laroratory- and Technology-Enahanced Active LearningUnit III: Factors Affecting Learning; Ch11: Developing Scientific Reasoning Patterns in College Biology; Ch12: Learning Science and the Science of Learning; Ch13: The Impact of a Conceptually Sequenced Genetics Unit in an Introductory College Biology Course; Ch14: Do Introductory Science Courses Select for Effort or Aptitude?; Ch15: Active Learning in the College Science Classroom; Unit IV: Innovative Teaching Approaches; Ch16: Incorporating Primary Literature Into Science LearningCh17: Fieldwork: New Direction and Exemplars in Informal Science Education ResearchCh18: Using Case Studies to Teach Science; Ch19: Mating Darwin with Dickinson: How Writing Creative Poetry in Biology Helps Students Think Critically and Build Personal Connections to Course Content; Ch20: Constructive-Developmental Pedagogy in Chemistry; Ch21: Converting Your Lab From Verification to Inquiry; Unit V: Use of Technology; Ch22: Technology-Enriched Learning Environments in University Chemistry; Ch23: Animating Your LectureCh24: Instructional Technology: A Review of Research and Recommendations for UseCh25: Web-Based Practice and Assessment Systems in Science; Ch26: Teaching Students to Evaluate the Accuracy of Science Information on the Internet; Unit VI: Meeting Special Challenges; Ch27: Science, Technology, and the Learning Disabled: A Review of the Literature; Ch28: Diversity in the Physical Science Curriculum: The Intellectual Challenge; Ch29: Incorporating Cultural Diversity Into College Science; Ch30: Alternative Conceptions: New Directions and Exemplars in College Science Education ResearchCh31: Applying Conceptual Change Strategies to College Science TeachingUnit VII: Pre-College Science Instruction; Ch32: Ensuring That College Graduates Are Science Literate: Implications of K-12; Ch33: The High-School-to-College Transition in Science; Ch34: Factors Influencing Success in Introductory College Science; Unit VIII: Improving Instruction; Ch35: Assessment Practices in College Science: Trends From the National Study of Postsecondary Faculty; Ch36: Making Choices about Teaching and Learning in Science; Ch37: Science and Civic Engagement: Changing Perspectives from Dewey to DotNetsCh38: Using Research on Teaching to Improve Student LearningAre you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative new Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provide rationales for new practices in the college classroom. It is a definitive guide for science professors in all content areas and even includes special help for those who teach nonscience majors at the freshman and sophomore levels.ScienceStudy and teaching (Higher)United StatesHandbooks, manuals, etcElectronic books.ScienceStudy and teaching (Higher)507.1/1Mintzes Joel J931777Leonard William H.1941-931778MiAaPQMiAaPQMiAaPQBOOK9910451000803321Handbook of college science teaching2095955UNINA04672nam 22006735 450 991035782530332120200701154633.03-030-32433-810.1007/978-3-030-32433-9(CKB)4100000009844983(DE-He213)978-3-030-32433-9(MiAaPQ)EBC5979943(EXLCZ)99410000000984498320191118d2019 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierLabel-Free Monitoring of Cells in vitro /edited by Joachim Wegener1st ed. 2019.Cham :Springer International Publishing :Imprint: Springer,2019.1 online resource (XI, 277 p. 80 illus. in color.) Bioanalytical Reviews,1867-2086 ;23-030-32432-X Impedance-Based Assays Along the Life Span of Adherent Mammalian Cells In Vitro: From Initial Adhesion to Cell Death -- Transistor-Based Impedimetric Monitoring of Single Cells -- Label-Free Monitoring of 3D Tissue Models via Electrical Impedance Spectroscopy -- On the Use of the Quartz Crystal Microbalance for Whole-Cell-Based Biosensing -- Microphysiometry -- Optical Waveguide-Based Cellular Assays.This book is dedicated to label-free, non-invasive monitoring of cell-based assays and it comprises the most widely applied techniques. Each approach is described and critically evaluated by an expert in the field such that researchers get an overview on what is possible and where the limitations are. The book provides the theoretical basis for each technique as well as the most successful and exciting applications. Label-free bioanalytical techniques have been known for a long time as valuable tools to monitor adsorption processes at the solid-liquid interface in general – and biomolecular interaction analysis (BIA) in particular. The underlying concepts have been progressively transferred to the analysis of cell-based assays. The strength of these approaches is implicitly given with the name 'label-free': the readout is independent of any label, reagent or additive that contaminates the system under study and potentially affects its properties. Thus, label-free techniques provide an unbiased analytical perspective in the sense that the sample is not manipulated by additives but pure. They are commonly based on physical principles and read changes in integral physical properties of the sample like refractive index, conductivity, capacitance or elastic modulus to mention just a few. Even though it is not implied in the name, label-free approaches usually monitor the cells under study non-invasively meaning that the amplitude of the signal (e.g. electric field strength, mechanical elongation) that is used for the measurement is too low to interfere or affect. In contrast to label-based analytical techniques that are commonly restricted to a single reading at a predefined time point, label-free approaches allow for a continuous observation so that the dynamics of the biological system or reaction become accessible.Bioanalytical Reviews,1867-2086 ;2Analytical chemistryNanochemistryLaboratory medicineCell cultureBiophysicsBiological physicsAnalytical Chemistryhttps://scigraph.springernature.com/ontologies/product-market-codes/C11006Nanochemistryhttps://scigraph.springernature.com/ontologies/product-market-codes/C33000Laboratory Medicinehttps://scigraph.springernature.com/ontologies/product-market-codes/B15007Cell Culturehttps://scigraph.springernature.com/ontologies/product-market-codes/L16020Biological and Medical Physics, Biophysicshttps://scigraph.springernature.com/ontologies/product-market-codes/P27008Analytical chemistry.Nanochemistry.Laboratory medicine.Cell culture.Biophysics.Biological physics.Analytical Chemistry.Nanochemistry.Laboratory Medicine.Cell Culture.Biological and Medical Physics, Biophysics.543Wegener Joachimedthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910357825303321Label-Free Monitoring of Cells in vitro1732523UNINA