ERIC Number: ED420537
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Science Teaching Reconsidered: A Handbook.
National Academy of Sciences - National Research Council, Washington, DC.
This handbook is designed for college teachers who want to explore new ways to enhance student learning. The handbook draws on the knowledge of teachers and scientists with extensive experience in the natural sciences and a keen interest in effective science teaching, and is appropriate for anyone teaching undergraduate science. This handbook provides information on successful teaching practices in a variety of science courses and current research in undergraduate science education. Practical guidelines for experimenting with and changing teaching are also included. Topics covered include general principles of how teachers teach, lectures, discussions, collaborative learning, scientific research as a learning model, misconceptions as barriers to science learning, evaluation of teaching and learning, testing and grading, choosing and using instructional resources, getting to know the students, societies and organizations involved with science teaching and science-related issues, periodicals pertaining to undergraduate science education, and laboratory issues. Contains 143 references. (DDR)
Descriptors: Classroom Environment, Educational Resources, Grouping (Instructional Purposes), Higher Education, Knowledge Base for Teaching, Learning Theories, Science Curriculum, Science Instruction, Science Teachers, Scientists
National Academy Press, 2101 Constitution Avenue N.W., Box 285, Washington, DC 20418; phone: 800-624-6242.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC.
Note: Prepared by the Committee on Undergraduate Science Education.