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.Grading Studentsa#39; Essays The English department at Dickinson College conducts a seminar for faculty teaching in the Freshman ... THE WHY AND HOW OF TESTS Ideally, tests measure studentsa#39; achievement of the educational goals for the course, and the test ... of material), ask students to convert, distinguish, estimate, explain, generalize, define limits for, give examples, infer, predict, or summarize.
|Title||:||Science Teaching Reconsidered:|
|Author||:||Committee on Undergraduate Science Education, National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education|
|Publisher||:||National Academies Press - 1997-03-12|