A Thoughtful Approach to Instruction: Course Transformation for the Rest of Us
A Thoughtful Approach to Instruction: Course Transformation for the Rest of Us
复制标题
深思熟虑的教学方法：为我们其他人进行课程转型
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
C. Wieman
中科院分区：
文献类型：
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作者：
S. Chasteen;K. Perkins;P. D. Beale;S. Pollock;C. Wieman
在自己的课程中。作为一个社区，我们必须问自己：我们如何成功地教育所有学生的科学？（Wieman and Perkins 2005）。数据表明，我们并没有达到我们想要的水平;我们课程中有太多的本科生没有学习科学（Handelsman et al. 2004）。然而，我们很幸运，因为我们可以接触到越来越多的关于科学教学有效方法的研究（例如，Bransford，Brown，and Cocking 2000; Cummings et al. 1999; Hake 1998; McDermott and Redish 1999; Redish 2003）。这项研究告诉我们如何提高学生的学习-通过以学生为中心的活动，如探究，同伴指导和小组工作，加上对解决问题能力的关注，PH O TO G RA PH C O U RT ES Y O F TH E A U TH O RS
in their own courses. As a community, we must ask ourselves: How successfully are we educating all students in science? (Wieman and Perkins 2005). The data indicate that we are not where we want to be; too many undergraduates in our courses are not learning the science (Handelsman et al. 2004). We are fortunate, however, in that we have access to a growing body of research on effective ways to teach science (e.g., Bransford, Brown, and Cocking 2000; Cummings et al. 1999; Hake 1998; McDermott and Redish 1999; Redish 2003). This research tells us how we can improve student learning— through student-centered activities such as inquiry, peer instruction, and group work, plus an added focus on problem-solving ability, PH O TO G RA PH C O U RT ES Y O F TH E A U TH O RS