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Active learning in college science =...

Mintzes, Joel J.

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Active learning in college science = the case for evidence-based practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Active learning in college science/ edited by Joel J. Mintzes, Emily M. Walter.
其他題名:	the case for evidence-based practice /
其他作者:	Mintzes, Joel J.
出版者:	Cham :Springer International Publishing : : 2020.,
面頁冊數:	xxx, 1001 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Science - Study and teaching (Higher) -
電子資源:	https://doi.org/10.1007/978-3-030-33600-4
ISBN:	9783030336004

Active learning in college science = the case for evidence-based practice /
Active learning in college sciencethe case for evidence-based practice /[electronic resource] :edited by Joel J. Mintzes, Emily M. Walter. - Cham :Springer International Publishing :2020. - xxx, 1001 p. :ill., digital ;24 cm.

This book explores evidence-based practice in college science teaching and investigates claims about the efficacy of alternative strategies in such teaching. It showcases outstanding cases of exemplary practice supported by solid evidence, and gives voice to practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. The book's primary focus is to uncover classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. To this end, it presents a review of published work in the field that suggests a useful way of classifying these classroom practices. Following an introduction based on constructivist learning theory, the book explores the practices of eliciting ideas and encouraging reflection. It examines the use of clickers to engage students and the support of peer interaction with small group activities. It discusses such topics as restructuring curriculum and instruction, rethinking the physical environment, enhancing understanding with technology, and assessing understanding. The final section of the book is devoted to professional issues facing college and university faculty who choose to adopt active learning in their courses.

ISBN: 9783030336004

Standard No.: 10.1007/978-3-030-33600-4doiSubjects--Topical Terms:

628044
Science
--Study and teaching (Higher)

LC Class. No.: Q183.3.A1 / A285 2020

Dewey Class. No.: 507.11

Active learning in college science = the case for evidence-based practice /
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520 $a This book explores evidence-based practice in college science teaching and investigates claims about the efficacy of alternative strategies in such teaching. It showcases outstanding cases of exemplary practice supported by solid evidence, and gives voice to practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. The book's primary focus is to uncover classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. To this end, it presents a review of published work in the field that suggests a useful way of classifying these classroom practices. Following an introduction based on constructivist learning theory, the book explores the practices of eliciting ideas and encouraging reflection. It examines the use of clickers to engage students and the support of peer interaction with small group activities. It discusses such topics as restructuring curriculum and instruction, rethinking the physical environment, enhancing understanding with technology, and assessing understanding. The final section of the book is devoted to professional issues facing college and university faculty who choose to adopt active learning in their courses.
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