NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ846392
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1536-7509
Approaches to Biology Teaching and Learning: From a Scholarly Approach to Teaching to the Scholarship of Teaching
Allen, Deborah; Tanner, Kimberly
Cell Biology Education, v4 n1 p1-6 Spr 2005
Today, everybody lives in a time when the seeds of change in science education have borne fruit all around them. The rhetoric of the calls for change issued by national scientific societies and agencies is supported by the reality of compelling examples of change, accomplished by scientists who have rethought the way they teach, the way they think about teaching, and the way they define themselves as science educators. In this article, the authors present three scenarios that illustrate the situations in which scientists who teach are poised at the brink of finding value in the principles and practices that constitute what is an emerging area of scholarship: the scholarship of teaching. There are examples, and increasingly more of them, of scientists who have become conversant in the whys and wherefores of science education scholarship through a variety of self-educational approaches that sometimes entail capturing a piece of a formal mechanism, or restructuring it to accommodate their current professional circumstances. In essence, they did not discard the general expertise and skills of scholarly practice they acquired through formal undergraduate, graduate, or postdoctoral training programs, but reframed it in a new context. The strategies they have used are discussed. (Contains 1 table.)
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A