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Bautista, Nazan Uludag; Schussler, Elisabeth E. – Journal of College Science Teaching, 2010
Students need to reflect on the practice of science to fully understand the nature of science (NOS), which is an important component of scientific literacy. In this paper, the authors describe how to implement an explicit and reflective pedagogy in college science laboratories and share examples from their implementation in a multiple-section…
Descriptors: Biology, Science Laboratories, Scientific Principles, College Science
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Oliver-Hoyo, Maria; Anderson, Misti; Allen, DeeDee – Journal of College Science Teaching, 2004
The advantages of inquiry-guided instruction (IGI) are emphasized, along with difficulties faced in the application of this teaching method. Several instruction techniques, and tactics are presented for solving practical problems, and in overcoming common and specific challenges of IGI.
Descriptors: Teaching Methods, Instruction, Instructional Design, Inquiry
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Herreid, Clyde Freeman – Journal of College Science Teaching, 2001
Explains what should not be done in a classroom while teaching. Provides a list of 'don'ts' for teachers. (YDS)
Descriptors: Discussion (Teaching Technique), Instruction, Questioning Techniques, Teacher Effectiveness
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Druger, Marvin – Journal of College Science Teaching, 2001
Discusses effective ways to improve teaching and focuses on self awareness, peer videotaping, and student feedback. Explains the practice cycle with five elements: set goal, practice, feedback, reflection, and adjustment. (YDS)
Descriptors: Biology, Evaluation, Feedback, Higher Education
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Hobson, Art – Journal of College Science Teaching, 2001
Discusses how to convert a socially irrelevant science course into a relevant one. Presents reasons for doing this and evidence that relevant science is pedagogically effective and popular. (SAH)
Descriptors: Higher Education, Instruction, Relevance (Education), Science Education