The University of Michigan Undergraduate Chemistry Curriculum 2. Instructional Strategies and Assessment.
The University of Michigan Undergraduate Chemistry Curriculum 2. Instructional Strategies and Assessment.
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密歇根大学本科化学课程 2. 教学策略和评估。
DOI：
10.1021/ed074p84
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发表时间：
1997
影响因子：
3
通讯作者：
R. Lawton
中科院分区：
文献类型：
--
作者：
Brian P. Coppola;S. Eḡe;R. Lawton
* 通讯作者。1989年在安阿伯发起的课程的理念和细节在我们以前的论文（1）中有描述。本讨论的第二部分提出了具体的想法，已在我们的本科化学课程的教师和学生有意义的。我们回到主题的匹配明确的教学目标和目标与课堂实践来实现它们。科学实践的许多伴随维度（哲学，历史，语言学，伦理学等）已经从正规的科学教育中系统地分离出来。我们确定了三个明确的目标，以寻求更全面的教学（3）：
*Corresponding author. The philosophy and details of the curriculum initiated in Ann Arbor in 1989 are described in our previous paper (1). The second part of this discussion presents specific ideas that have been meaningful for instructors and students in our undergraduate chemistry program. We return to the theme of matching articulated instructional goals and objectives with the classroom practices used to accomplish them. Many attendant dimensions of scientific practice (philosophy, history, linguistics, ethics, and so on) have been systematically dis-integrated from formal scientific education (2). We identified three defining goals for instruction that seeks to be more comprehensive (3):