LEADER 05170nam 22005894a 450 001 9910823480703321 005 20240410133326.0 010 $a1-933531-90-8 035 $a(CKB)1000000000344131 035 $a(EBL)284318 035 $a(OCoLC)476034277 035 $a(SSID)ssj0000080152 035 $a(PQKBManifestationID)11110566 035 $a(PQKBTitleCode)TC0000080152 035 $a(PQKBWorkID)10095757 035 $a(PQKB)11524897 035 $a(MiAaPQ)EBC284318 035 $a(Au-PeEL)EBL284318 035 $a(CaPaEBR)ebr10158468 035 $a(EXLCZ)991000000000344131 100 $a20060512d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of college science teaching$b[electronic resource] /$fJoel J. Mintzes and William H. Leonard, editors 205 $a1st ed. 210 $aArlington, Va. $cNSTA Press$dc2006 215 $a1 online resource (432 p.) 300 $aDescription based upon print version of record. 311 $a0-87355-260-1 320 $aIncludes bibliographical references and index. 327 $aUnit 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 Science 327 $aCh10: 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 Learning 327 $aCh17: 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 Lecture 327 $aCh24: 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 Research 327 $aCh31: 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 DotNets 327 $aCh38: Using Research on Teaching to Improve Student Learning 330 $aAre 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. 606 $aScience$xStudy and teaching (Higher)$zUnited States$vHandbooks, manuals, etc 615 0$aScience$xStudy and teaching (Higher) 676 $a507.1/1 701 $aMintzes$b Joel J$01601541 701 $aLeonard$b William H.$f1941-$01601542 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823480703321 996 $aHandbook of college science teaching$93925170 997 $aUNINA