Successful Science and Engineering Teaching in Colleges and Universities
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- Description
- Contents
Based on the author's work in science and engineering educational research, this book offers broad, practical strategies for teaching science and engineering courses and describes how faculty can provide a learning environment that helps students comprehend the nature of science, understand science concepts, and solve problems in science courses.
This book's student-centered approach focuses on two main themes: writing to learn (especially Reflective Writing) and interactive activities (collaborative groups and labatorials). When faculty incorporate these methods into their courses, students gain a better understanding of science as a connected structure of concepts rather than as a toolkit of assorted practices.
Part I. Introduction, Road Map of the Book.
- Writing to Learn.
- Two Goals for Any Science and Engineering Course.
- Questions by Students.
- What Students Get Out of Class.
- In-Class and Out-of-Class Activities.
- Solving Problems.
- Computer Aids.
- Part II. Reflective Writing.
- Freewriting.
- Getting Students to Read Material in the Textbook Before Coming to Class.
- Gadamer's Hermeneutical Approach.
- Instructions on Doing Reflective Writing.
- Samples of Student Use of Reflective Writing.
- Marking Reflective Writing.
- Student Response to Reflective Writing.
- Reflective Writing Rubric.
- Part III. Writing to Learn.
- Reflective Write-Pair-Share.
- Scenario for a Class.
- The Course Dossier Method.
- Transforming Each Lecture Into a Mini Research Paper.
- End of Semester.
- Hosting an End of Semester Conference.
- Part IV. Constructing Student Knowledge.
- Cognitive Dissonance Students' Intellectual Development.
- Student Misconceptions.
- Debate in the Science Education Community.
- Critical Thinking.
- Part V. Collaborative Groups.
- Team Work and Group Projects Benefits to Having Students Work in Groups.
- Team Formation.
- Team Size.
- Team Management.
- Team Evaluation.
- Group Development.
- Classroom Warmups.
- Roles for Group Member.
- Dysfunctional Groups.
- Part VI. Utilizing Collaborative Groups to Promote Conceptual Conflict.
- Conceptual Conflict.
- Peer Instruction.
- Collaborative Group Conceptual Conflict Activity.
- Comparison of Peer Instruction With the Conceptual Conflict Group Activity.
- Incommensurability in Conceptual Change.
- Task Sheets for Warm-Up and the Four Concept Exercises.
- Part VII. Selected Methods of Utilizing Collaborative Groups.
- Labatorials.
- Jigsaw.
- The Learning Cell.
- Concept Mapping.
- Collaborative Concept Mapping.
- Appendix.
- Sample Labatorial Worksheet.
- Part VIII. Changing Students' Epistemologies.
- Developing a Scientific Mindset.
- Stages in Epistemic Development in Students.
- Critique Exercise.
- Model Course: Presenting Students With Alternative Frameworks: Pre-Galilean Physics and Newtonian Physics.
- The Calgary Study: Reflective Writing and Labatorials.
- Epistemology.
- Critique Exercise.
- Students' Epistemic Thinking.
- Appendix: Critique #1.
- Critique #2.
- Critique #3.
- Part IX. Problem Solving.
- Solving Problems Using Templates Versus Solutions.
- Using Paradigms.
- Five-Step Method for Solving Problems.
- Part X. Methods for Training Students to Solve Problems.
- Writing Their Way Into the Solution.
- Collaborative Problem-Solving Groups.
- How Many People Should Be in the Group? Who Should Be Placed in the Group? Individual Accountability.
- Appendix.
- A Student's Advice for Studying Physics.
- Part XI. Using the Computer to Aid Teaching.
- Computer-Assisted Instruction (CAI).
- Using the Computer to Manage Laboratories.
- References.