Teaching and Learning STEM
A Practical Guide
2nd Edition
Published on 14. March 2024
Book
Hardback
368 pages
978-1-394-19634-0 (ISBN)
Description
The widely used STEM education book, updated
Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment-all from a STEM perspective. You'll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines.
For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You'll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery.
Plan and deliver lessons that actively engage students-in person or online
Assess students' progress and help ensure retention of all concepts learned
Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication
Meet the learning needs of STEM students with diverse backgrounds and identities
The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students' learning.
Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment-all from a STEM perspective. You'll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines.
For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You'll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery.
Plan and deliver lessons that actively engage students-in person or online
Assess students' progress and help ensure retention of all concepts learned
Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication
Meet the learning needs of STEM students with diverse backgrounds and identities
The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students' learning.
More details
Edition
2nd edition
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Dimensions
Height: 232 mm
Width: 157 mm
Thickness: 30 mm
Weight
690 gr
ISBN-13
978-1-394-19634-0 (9781394196340)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
E-Book
03/2024
2nd Edition
Wiley-Scrivener
€37.99
Available for download
E-Book
03/2024
2nd Edition
Wiley-Scrivener
€37.99
Available for download
Previous edition
Book
05/2016
Jossey-Bass
Unfortunately, price unknown
Article exhausted; check for reprint
Persons
RICHARD M. FELDER, PH.D., is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University and co-author of Elementary Principles of Chemical Processes.
REBECCA BRENT, ED.D., is President of Education Designs, an educational consultancy where she specializes in staff development and teacher preparation in engineering and the sciences.
REBECCA BRENT, ED.D., is President of Education Designs, an educational consultancy where she specializes in staff development and teacher preparation in engineering and the sciences.
Content
The Authors
Tables. Figures, and Exhibits
Foreword
Preface to the First Edition
Preface to the Second Edition
1. Introduction to Teaching
1.0 Welcome, there's your desk, good luck
1.1 Learner-centered teaching: Definition, warning, and reassurance
1.2 What's in this book?
1.3 How to use the book
1.4 Good news
Part 1: Designing Courses
Interlude: What do STEM graduates need to know?
2. Learning objectives: A foundation of effective teaching
2.0 Introduction
2.1 Writing and using learning objectives
2.2 Bloom's Taxonomy of Educational Objectives
2.3 Ideas to take away
2.4 Try this in your course
Interlude: Good cop/bad cop: Embracing contraries in teaching
3. Planning courses
3.0 Introduction
3.1 Three steps to disaster, or, how not to approach course preparation
3.2 A rational approach to course preparation and redesign
3.3 Intelligent use of artificial intelligence
3.4 Course policies and procedures
3.5 Writing a course syllabus
3.6 The critical first week
3.7 Ideas to take away
3.8 Try this in your course
Interlude: Meet your brain
4. Planning instruction
4.0 Introduction
4.1 Avoid common planning errors
4.2 What's in a class session plan?
4.3 Promoting learning
4.4 Two cornerstones of effective class sessions: Activity and variety
4.5 Plan good questions and activities
4.6 Don't turn classes into slide shows and verbal avalanches
4.7 Use handouts with gaps
4.8 Planning laboratory courses
4.9 Ideas to take away
4.10 Try this in your course
Interlude: How to write class session plans (or anything else)
Part 2: Teaching Courses
5. Elements of effective instruction
5.0 Introduction
5.1 Making class sessions effective
5.2 Make pre-class assignments effective
5.3 Don't be a slave to your session plans
5.4 Keep improving your teaching
5.5 Ideas to take away
5.6 Try this in your class
Interlude. Meet your students: Aisha and Rachel
6. Active learning
6.0 Introduction
6.1 What is active learning and what happens when you do it?
6.2 Content and formats of activities
6.3 How well does active learning work? Why does it work?
6.4 Active learning for problem solving
6.5 Common active learning mistakes
6.6 Common active learning concerns
6.7 Ideas to take away
6.8 Try this in your class
7. Teaching online
7.0 Introduction
7.1 Modes of instruction
7.2 Necessary conditions for successful online instruction: Three interactions, two presences, and a taxonomy
7.3 Planning and delivering an effective online or hybrid course
7.4 Features and comparisons of the instructional modes
7.5 Flipped classrooms
7.6 Maximizing accessibility of teaching materials
7.7 Ideas to take away
7.8 Try this in your online or hybrid course
Interlude. Meet your students: Mingyu, Ryan, and Alex
8. Assessing knowledge, skills, and understanding
8.0 Introduction
8.1 Multiple-choice and short-answer questions
8.2 Assessing and promoting conceptual understanding
8.3 Assessing problem-solving skills
8.4 Grading written and oral reports
8.5 Getting by with a little help from technology
8.6 Ideas to take away
8.7 Try this in your course
Part 3: Facilitating skill development
Interlude. Meet your students: Stan and Nathan
9. Developing problem-solving expertise
9.0 Introduction
9.1 The long, steep path from novice to expert
9.2 Strategies for developing problem-solving expertise
9.3 Inductive teaching and learning
9.4 Ideas to take away
9.5 Try this in your course
Interlude. Meet your students: Dave, Megan, and Roberto
10. Professional skills
10.0 Introduction
10.1 How can professional skills be developed?
10.2 Communication skills
10.3 Creative thinking skills
10.4 Critical thinking skills
10.5 Self-directed learning
10.6 Creating a supportive environment for professional skill development
10.7 Ideas to take away
10.8 Try this in your course
Interlude. Sermons for grumpy campers
11. Teamwork skills
11.0 Introduction
11.1 Cooperative learning (CL)
11.2 How should teams be formed?
11.3 What can teams be asked to do?
11.4 Turning student groups into high-performance teams
11.5 Dealing with difficulties
11.6 Ideas to take away
11.7 Try this in your course
12. Learner-centered teaching revisited
12.0 Introduction: A key to good teaching
12.1 Diversity, equity, and inclusion (DEI)
12.2 Summary of learner-centered teaching strategies
12.3 Last words
References
Index
Tables. Figures, and Exhibits
Foreword
Preface to the First Edition
Preface to the Second Edition
1. Introduction to Teaching
1.0 Welcome, there's your desk, good luck
1.1 Learner-centered teaching: Definition, warning, and reassurance
1.2 What's in this book?
1.3 How to use the book
1.4 Good news
Part 1: Designing Courses
Interlude: What do STEM graduates need to know?
2. Learning objectives: A foundation of effective teaching
2.0 Introduction
2.1 Writing and using learning objectives
2.2 Bloom's Taxonomy of Educational Objectives
2.3 Ideas to take away
2.4 Try this in your course
Interlude: Good cop/bad cop: Embracing contraries in teaching
3. Planning courses
3.0 Introduction
3.1 Three steps to disaster, or, how not to approach course preparation
3.2 A rational approach to course preparation and redesign
3.3 Intelligent use of artificial intelligence
3.4 Course policies and procedures
3.5 Writing a course syllabus
3.6 The critical first week
3.7 Ideas to take away
3.8 Try this in your course
Interlude: Meet your brain
4. Planning instruction
4.0 Introduction
4.1 Avoid common planning errors
4.2 What's in a class session plan?
4.3 Promoting learning
4.4 Two cornerstones of effective class sessions: Activity and variety
4.5 Plan good questions and activities
4.6 Don't turn classes into slide shows and verbal avalanches
4.7 Use handouts with gaps
4.8 Planning laboratory courses
4.9 Ideas to take away
4.10 Try this in your course
Interlude: How to write class session plans (or anything else)
Part 2: Teaching Courses
5. Elements of effective instruction
5.0 Introduction
5.1 Making class sessions effective
5.2 Make pre-class assignments effective
5.3 Don't be a slave to your session plans
5.4 Keep improving your teaching
5.5 Ideas to take away
5.6 Try this in your class
Interlude. Meet your students: Aisha and Rachel
6. Active learning
6.0 Introduction
6.1 What is active learning and what happens when you do it?
6.2 Content and formats of activities
6.3 How well does active learning work? Why does it work?
6.4 Active learning for problem solving
6.5 Common active learning mistakes
6.6 Common active learning concerns
6.7 Ideas to take away
6.8 Try this in your class
7. Teaching online
7.0 Introduction
7.1 Modes of instruction
7.2 Necessary conditions for successful online instruction: Three interactions, two presences, and a taxonomy
7.3 Planning and delivering an effective online or hybrid course
7.4 Features and comparisons of the instructional modes
7.5 Flipped classrooms
7.6 Maximizing accessibility of teaching materials
7.7 Ideas to take away
7.8 Try this in your online or hybrid course
Interlude. Meet your students: Mingyu, Ryan, and Alex
8. Assessing knowledge, skills, and understanding
8.0 Introduction
8.1 Multiple-choice and short-answer questions
8.2 Assessing and promoting conceptual understanding
8.3 Assessing problem-solving skills
8.4 Grading written and oral reports
8.5 Getting by with a little help from technology
8.6 Ideas to take away
8.7 Try this in your course
Part 3: Facilitating skill development
Interlude. Meet your students: Stan and Nathan
9. Developing problem-solving expertise
9.0 Introduction
9.1 The long, steep path from novice to expert
9.2 Strategies for developing problem-solving expertise
9.3 Inductive teaching and learning
9.4 Ideas to take away
9.5 Try this in your course
Interlude. Meet your students: Dave, Megan, and Roberto
10. Professional skills
10.0 Introduction
10.1 How can professional skills be developed?
10.2 Communication skills
10.3 Creative thinking skills
10.4 Critical thinking skills
10.5 Self-directed learning
10.6 Creating a supportive environment for professional skill development
10.7 Ideas to take away
10.8 Try this in your course
Interlude. Sermons for grumpy campers
11. Teamwork skills
11.0 Introduction
11.1 Cooperative learning (CL)
11.2 How should teams be formed?
11.3 What can teams be asked to do?
11.4 Turning student groups into high-performance teams
11.5 Dealing with difficulties
11.6 Ideas to take away
11.7 Try this in your course
12. Learner-centered teaching revisited
12.0 Introduction: A key to good teaching
12.1 Diversity, equity, and inclusion (DEI)
12.2 Summary of learner-centered teaching strategies
12.3 Last words
References
Index