Scientific
Teaching. Handelsman, J, S. Miller, and C. Pfund (2007). W. H. Freeman
(New York)
HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
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Pathways to Scientific Teaching
Ebert-May (Michigan State U.) and Janet Hodder (U. of Oregon) present several models for evidence-based science instruction at the advanced high school and undergraduate levels. A teaching concept is introduced in each section and combined with a scholarly article on a science issue toward which the practices discussed can be applied. The contributors center lessons around topics that include climate change and confronting student ideas; revealing the ocean's etiology to earthbound students; ecological controversy; reading science and collaborative inquiry; novel assessments of student learning; homework preparation for students, and bridging the path from instruction to research.
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