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ERIC Number: EJ848725
Record Type: Journal
Publication Date: 2004
Pages: 5
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1536-7509
Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection--Engaging All Students in Science Courses
Tanner, Kimberly; Allen, Deborah
Cell Biology Education, v3 n4 p197-201 Win 2004
Teachers aspire to have all of their students learn. This aspiration of reaching all students spans disciplines, age levels, and all varieties of institutions. Most teachers do so out of a genuine love for their discipline and a desire to share the wonder of their chosen field with others. Science teaching is no different than other disciplines in this respect. However, the lack of diversity apparent in the statistics of who chooses to pursue scientific disciplines professionally suggests that educators still have much to learn about how to reach all students. To provide open access to science learning and encourage a broader spectrum of students to pursue studies in the sciences, educators must begin to address the diversity of learning styles among the students in our classrooms. This article describes various approaches to biology teaching and learning. (Contains 2 tables.)
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
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A