Size does matter. When you're faced with a class of 50, 150, or even 250 college students, it's tough to head off boredom - much less promote higher-order thinking and inquiry skills. But it's not impossible, thanks to the professor-tested techniques in this collection of 14 articles from the Journal of College Science Teaching . The book starts by examining what research shows about the effectiveness of popular teaching styles. ( Surprise : Lectures don't stimulate active learning.) From there, the authors offer proven alternatives that range from small-scale innovations to completely revamped teaching methods. Suggested strategies include using quizzes in place of midterms and finals, student forums, interactive lectures, collaborative groups, group facilitators, and e-mail and computer technology .
Intro CONTENTS Acknowledgments Introduction SCI Links How Do College Students Best Learn Science? CONSTRUCTIVIST LEARNING STUDENTS LEARN IN DIFFERENT WAYS RECOMMENDATIONS References Are We Cultivating 'Couch Potatoes' in Our College Science Lectures? References Getting There from Here WHY SHOULD I GO THERE? WHY I SHOULD NOT GO THERE SO HOW DO WE GET THERE FROM HERE? References Constructing Knowledge in the Lecture Hall Altering Study Habits Problem-Solving Session Assessment Approach Concerns Approach Benefits A Viable Alternative Acknowledgments References Active Learning in the Lecture Hall TRYING SOMETHING NEW STUDENT EVALUATION OF THE COURSE DISCUSSION References The Lecture Facilitator: Sorcerer's Apprentice Course Structure Finding Facilitators A Facilitator's Typical Day Survey Responses Everyone Benefits Acknowledgment Note Facilitating the Reading/Discussion Connection in the Interactive Classroom Acknowledgment References A Peer-Reviewed Research Assignment for Large Classes Collaborative, Peer-Reviewed Papers Electronic Bulletin Board Poster Presentations Grading Peer-Group Evaluation Intra-Group Evaluation Results References An Interactive Lecture Notebook-Twelve Ways to Improve Students' Grades Acknowledgments References Using E-mail to Improve Communication in the Introductory Science Classroom THE ASSIGNMENTS RESULTS CONCLUSION Acknowledgments References Using Internet Class Notes and PowerPoint in the Physical Geology Lecture PARAMETERS OF THE SMSU STUDY METHODOLOGY RESULTS AND DISCUSSION Class Survey Student Performance CONCLUSION References Creating Direct Channels of Communication Fostering Communication. E-mail and Notebook Communication Content-Related Messages Procedural Messages Who Is Likely to Communicate? Final Thoughts Note References Using Action Research to Bring the Large Class Down to Size WHAT IS ACTION RESEARCH? SOME ACTION RESEARCH RESULTS DISCUSSION References Gauging Students' Learning in the Classroom Class Structure Administering the SALG Instrument Results of the SALG Surveys Comparison Between 1998 and 1999 Comparisons with the Modular Chemistry Classes Advantages of the SALG Instrument References.
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Print version: Association, National Science Teachers Innovative Techniques for Large-Group Instruction