0
Your cart

Your cart is empty

Browse All Departments
  • All Departments
Price
  • R1,000 - R2,500 (2)
  • R2,500 - R5,000 (1)
  • R5,000 - R10,000 (2)
  • -
Status
Brand

Showing 1 - 5 of 5 matches in All Departments

Active Learning in College Science - The Case for Evidence-Based Practice (Paperback, 1st ed. 2020): Joel J. Mintzes, Emily M... Active Learning in College Science - The Case for Evidence-Based Practice (Paperback, 1st ed. 2020)
Joel J. Mintzes, Emily M Walter
R7,518 Discovery Miles 75 180 Ships in 10 - 15 working days

This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman's (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman's challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book's final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naive notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.

Active Learning in College Science - The Case for Evidence-Based Practice (Hardcover, 1st ed. 2020): Joel J. Mintzes, Emily M... Active Learning in College Science - The Case for Evidence-Based Practice (Hardcover, 1st ed. 2020)
Joel J. Mintzes, Emily M Walter
R7,551 Discovery Miles 75 510 Ships in 10 - 15 working days

This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman's (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman's challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book's final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naive notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.

Teaching Science for Understanding - A Human Constructivist View (Paperback, 2nd edition): Joel J. Mintzes, James H. Wandersee,... Teaching Science for Understanding - A Human Constructivist View (Paperback, 2nd edition)
Joel J. Mintzes, James H. Wandersee, Joseph D. Novak
R2,282 Discovery Miles 22 820 Ships in 10 - 15 working days

Science education has undergone a revolution in recent years, shifting its emphasis from breadth and memorization to depth and understanding. Teaching Science for Understanding begins with an overview of the changes in science education. It then presents a review of each major instructional strategy, information about how it is best used, and the effectiveness of the strategies for understanding and retention of information. The book presents the main strategies used to achieve this depth of understanding, including the use of computer simulations, small laboratories, and journal writing, and it discusses how to use each strategy at the elementary, secondary, and college level.
* Presents an overview of changes in science education
* Discusses both teaching and learning strategies for better understanding
* Covers strategies for use at elementary, secondary, and college levels of teaching
* Reviews specialized teaching methods including computer simulations, small labs, and journal writing

Assessing Science Understanding - A Human Constructivist View (Paperback): Joel J. Mintzes, James H. Wandersee, Joseph D. Novak Assessing Science Understanding - A Human Constructivist View (Paperback)
Joel J. Mintzes, James H. Wandersee, Joseph D. Novak
R2,297 Discovery Miles 22 970 Ships in 10 - 15 working days

Recent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.

Assessing Science Understanding - A Human Constructivist View (Hardcover): Joel J. Mintzes, James H. Wandersee, Joseph D. Novak Assessing Science Understanding - A Human Constructivist View (Hardcover)
Joel J. Mintzes, James H. Wandersee, Joseph D. Novak
R3,368 Discovery Miles 33 680 Ships in 10 - 15 working days

Recent government publications such as "Benchmarks for Scientific Literacy" and "Science for All Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment, including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.

Free Delivery
Pinterest Twitter Facebook Google+
You may like...
Sony PlayStation 5 DualSense Wireless…
 (2)
R1,599 R1,479 Discovery Miles 14 790
Hani - A Life Too Short
Janet Smith, Beauregard Tromp Paperback R310 R248 Discovery Miles 2 480
Peptine Pro Equine Hydrolysed Collagen…
R699 R589 Discovery Miles 5 890
Cable Guy Ikon "Light Up" PlayStation…
R543 Discovery Miles 5 430
Samsung 27" LED IPS Monitor
R3,104 Discovery Miles 31 040
LocknLock Pet Food Container (180ml)
R47 Discovery Miles 470
Lucky Plastic 3-in-1 Nose Ear Trimmer…
R289 Discovery Miles 2 890
Raz Tech Laptop Security Chain Cable…
R299 R169 Discovery Miles 1 690
Who Do We Become? - Step Boldly Into Our…
John Sanei Paperback R265 R212 Discovery Miles 2 120
Cadac Pizza Stone (33cm)
 (18)
R363 Discovery Miles 3 630

 

Partners