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Active Learning in College Science : The Case for Evidence-Based Practice / / edited by Joel J. Mintzes, Emily M. Walter
| Active Learning in College Science : The Case for Evidence-Based Practice / / edited by Joel J. Mintzes, Emily M. Walter |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (989 pages) : color illustrations, charts |
| Disciplina |
507.1
507.11 |
| Soggetto topico |
Science education
Learning Instruction International education Comparative education Technical education Science Education Learning & Instruction International and Comparative Education Engineering/Technology Education |
| ISBN | 3-030-33600-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section I, Introduction -- 1 From Constructivism to Active Learning in College Science; Joel J. Mintzes -- 2 Evidence-Based Practices for the Active Learning Classroom; Robert Idsardi -- 3 Student Engagement in Active Learning Classes; Linda C. Hodges -- 4 Active Learning and Conceptual Understanding in College Biology; Jeffrey T. Olimpo and David Esparza -- 5 Navigating the Barriers to Adoption and Sustained Use of Active Learning; Emily M. Walter, Lillian Senn and Evelin E. Munoz -- Section II, Eliciting Ideas and Encouraging Reflection with Written Inscriptions -- 6 Reflective Writing in Active Learning Classrooms; Calvin S. Kalman -- 7 Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy; Eileen K. Camfield, Laura Beaster-Jones, Alex D. Miller, and Kirkwood M. Land -- 8 Enhancing the Quality of Concept Mapping in Undergraduate Science; Ian M. Kinchin -- Section III, Using Clickers to Engage Students -- 9 Personal Response Systems: Making an Informed Choice; Kathleen M. Koenig -- 10 Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions that Maximize Student Learning; Michelle K. Smith and Jennifer K. Knight -- 11 Click-on Diagram Questions: Using Clickers to Engage Students in Visual-Spatial Reasoning; Nicole D. LaDue and Thomas F. Shipley -- 12 Clicker Implementation Styles in STEM; Angela Fink and Regina F. Frey -- Section IV, Supporting Peer Interaction with Small Group Activities -- 13 Peer Interaction in Active Learning Biology; Debra L. Linton -- 14 Peer-Led Team Learning; Pratibha Varma-Nelson and Mark Cracolice -- 15 Team-Based Learning in STEM and the Health Sciences; Sarah Leupen -- 16 Collaborative Learning in College Science: Evoking Positive Interdependence; Karan Scager, Johannes Boostra, Ton Peeters, Jonne Vulperhorst and Fred Wiegant -- 17 Silent Students in the Active Learning Classroom; Carrie A. Obenland, Ashlyn H. Munson and John S. Hutchinson -- Section V, Restructuring Curriculum and Instruction -- 18 Why Traditional Lab-Based Courses Fail…And What We Can Do About It; N.G. Holmes -- 19 Redesigning Science Courses to Enhance Engagement and Performance; Xiufeng Liu, Chris Rates, Ann Showers, Lara Hutson and Tilman Baumstark -- 20 Evolution of a Student Centered Biology Class: How Systematically Testing Aspects of Class Structure has Informed our Teaching; Deborah A. Donovan and Georgianne L. Connell -- 21 Problem-Based Learning in College Science; Woei Hung and Ademola Amida -- 22 Project-based Guided Inquiry (PBGI) in Introductory Chemistry; Lindsay B. Wheeler and Lisa N. Morkowchuk -- 23 Investigative Science Learning Environment: Learn Physics by Practicing Science; Eugenia Etkina, David T. Brookes and Gorazd Planinsic -- 24 Student Generated Instructional Materials; Brian P. Coppola and Jason K. Pontrello -- 25 The Physics of Medicine Program: Development of an Active Learning Curriculum at the Intersection of Physics and Medicine; Nancy L. Donaldson -- 26 Connecting Physics and Medicine: Engaging Students Online and in the Classroom; Ralf Widenhorn -- 27 Gamification in General Chemistry; Dave Allen Jenkins, Jr. and Diana Mason -- 28 Group Active Engagement in Introductory Biology: The Role of Undergraduate Teaching and Learning Assistants; Hannah E. Jardine, Daniel M. Levin and Todd J. Cook -- 29 Course Based Undergraduate Research Experiences in Biological Sciences; Stanley M. Lo and John C. Mordacq -- Section VI, Rethinking the Physical Environment: Studio Classrooms and Flipped Instruction -- 30 Active Learning Spaces: Matching Science Classrooms with Pedagogy; Jenay Robert, Crystal Ramsay, Sarah E. Ades, Kenneth C. Keiler and Christopher Palma -- 31 The TEAL Physics Project at MIT; Peter Dourmashkin, Michelle Tomasik and Saif Rayyan -- 32 Implementing the Studio Classroom in Chemistry; Alan L. Kiste -- 33 The Flipped Learning Model in General Science: Effects on Students’ Learning Outcomes and Affective Dimensions; David Gonzalez-Gomez and Jin Su Jeong -- 34 Designing and Delivering Flipped Courses: Instructor and Student Perceptions from Basic Medical Sciences; Sarah McLean -- 35 Active Learning with Visual Representations in College Science; Martina A. Rau and John W. Moore -- Section VII, Enhancing Understanding with Technology; 36 Utilizing Technology to Support Scientific Argumentation in Active Learning Classrooms; J. Bryan Henderson and Earl Aguilera -- 37 Computer Manipulatives and Student Engagement in an Online Mathematics Course; Jennifer French, Haynes Miller and Anindya Roy -- 38 Online Collaborative Learning in STEM; Brett M. McCollum -- 39 Innovation in a MOOC: Project-Based Learning in the International Context; Miri Barak and Maya Usher -- 40 Social Media as a Tool for Teaching Large Enrollment Science Classes; Aditi Pai -- 41 Interactive Video Vignettes for Teaching Science; Robert B. Teese, Kathy M. Koenig and David P. Jackson -- 42 Earthlabs: A Model for Supporting Undergraduate Student Inquiry about Change over Time and Space; Karen S. McNeal, Julie C. Libarkin, Tamara Shapiro Ledley and Katherine K. Ellins -- 43 Google Earth Activities in Online Geosciences Classrooms; Athena Owen Nagel and Renee M. Clary -- 44 Challenges and Opportunities for Virtual Learning in College Geology; Youngwoo Cho and Renee M. Clary -- 45 Using 3D Printing in Science for Elementary Teachers; Elena Novak and Sonya Wisdom -- 46 Using Augmented Reality to Promote Active Learning in College Science; Eric E. Goff, Adam Hartstone-Rose, Matthew J. Irvin and Kelly Lynn Mulvey -- 47 Error Discovery Learning; Christopher Lee -- Section VIII, Assessing Understanding -- 48 Concept Inventories: Design, Application, Uses, Limitations and Next Steps; Michael W. Klymkowsky and Kathy Garvin-Doxas -- 49 Collaborative Learning and Formative Assessment in Astronomy; Michael C. LoPresto -- 50 Active Learning in Astronomy: Learning Goals, Assessment and Class Time; Timothy F. Slater -- 51 Collaborative Assessment that Supports Learning; Georg W. Rieger and Caroline L. Rieger -- 52 Collaborative Group Testing in Human Physiology; Mario Vazquez-Garcia -- 53 Engineering Teachers’ Assessment Knowledge in Active and Project Based Learning; Daphna Shwartz-Asher, Shari Reiss, Amona Abu-Younis Ali and Yehudit Judy Dori -- Section IX, Active Learning and the College Science Instructor -- 54 Enhancing Diversity in College Science with Active Learning; Cissy J. Ballen -- 55 Faculty and Student Perceptions of Active Learning; Lorelei E. Patrick -- 56 Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms; Katelyn M. Cooper and Sara E. Brownell -- 57 Student Motivation and Resistance in Active Learning Classrooms; David C. Owens, Angela T. Barlow and Cindi Smith-Walters -- 58 Evidence-based Strategies to Reduce Student Resistance to Active Learning; Cynthia J. Finelli and Maura Borrego -- 59 Considering Diverse Learners in STEM: Incorporating Universal Design for Learning with Clickers; Angela N. Google, Grant E. Gardner, Joshua W. Reid, Diane Majewski, Vera Tabakova, Karen Mulcany and Subodh Dutta -- 60 Preparing the Next Generation of Educators for Active Learning; Alexandru Maries -- 61 When Active Learning Fails…..and What to do About it; Dee Unglaub Silverthorn. |
| Record Nr. | UNINA-9910380743303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors
| Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors |
| Pubbl/distr/stampa | Arlington, Va., : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (432 p.) |
| Disciplina | 507.1/1 |
| Altri autori (Persone) |
MintzesJoel J
LeonardWilliam H. <1941-> |
| Soggetto topico | Science - Study and teaching (Higher) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-933531-90-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 Science
Ch10: 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 Ch17: 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 Ch24: 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 Ch31: 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 Ch38: Using Research on Teaching to Improve Student Learning |
| Record Nr. | UNINA-9910451000803321 |
| Arlington, Va., : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors
| Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors |
| Pubbl/distr/stampa | Arlington, Va., : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (432 p.) |
| Disciplina | 507.1/1 |
| Altri autori (Persone) |
MintzesJoel J
LeonardWilliam H. <1941-> |
| Soggetto topico | Science - Study and teaching (Higher) - United States |
| ISBN | 1-933531-90-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 Science
Ch10: 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 Ch17: 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 Ch24: 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 Ch31: 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 Ch38: Using Research on Teaching to Improve Student Learning |
| Record Nr. | UNINA-9910784222303321 |
| Arlington, Va., : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors
| Handbook of college science teaching [[electronic resource] /] / Joel J. Mintzes and William H. Leonard, editors |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Arlington, Va., : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (432 p.) |
| Disciplina | 507.1/1 |
| Altri autori (Persone) |
MintzesJoel J
LeonardWilliam H. <1941-> |
| Soggetto topico | Science - Study and teaching (Higher) - United States |
| ISBN | 1-933531-90-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 Science
Ch10: 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 Ch17: 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 Ch24: 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 Ch31: 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 Ch38: Using Research on Teaching to Improve Student Learning |
| Record Nr. | UNINA-9910823480703321 |
| Arlington, Va., : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||