Research Based Undergraduate Science Teaching
Published on 8. July 2014
Book
Paperback/Softback
542 pages
978-1-62396-750-5 (ISBN)
Description
Research in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering.
The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms.
In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.
The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms.
In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
College/higher education
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 29 mm
Weight
813 gr
ISBN-13
978-1-62396-750-5 (9781623967505)
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
Dennis W. Sunal | Cynthia Szymanski Sunal
Research Based Undergraduate Science Teaching
E-Book
07/2014
1st Edition
Information Age Publishing
from
€62.33
Available for download
Persons
Dennis W. Sunal, University of Alabama, USA.
Cynthia Szymanski Sunal, University of Alabama, USA.
Emmett L. Wright, Kansas State University, USA.
Cheryl L. Mason, San Diego State University, USA.
Dean Zollman, Kansas State University, USA.
Cynthia Szymanski Sunal, University of Alabama, USA.
Emmett L. Wright, Kansas State University, USA.
Cheryl L. Mason, San Diego State University, USA.
Dean Zollman, Kansas State University, USA.
Content
Preface to the Series.
Preface.
Acknowledgments.
Part I: National Study of Education in Undergraduate Science.
Chapter 2. National Study of Education in Undergraduate Science: Purpose and Baseline Data, Dennis Sunal, Cynthia Sunal, Erika M. Steele, and Glenda Ogletree.
Chapter 3. National Study of Education in Undergraduate Science: Research Design, Dennis Sunal, Cynthia Sunal, Cheryl L. Mason, Dean Zollman, John Dantzler, Donna Turner, Erika M. Steele, Corinne Lardy, Mojgan Matloob-Haghanikar, and Sytil Murphy.
Chapter 4. National Study of Education in Undergraduate Science: Lessons Learned, Dennis Sunal, John Dantzler, Cynthia Sunal, Cheryl L. Mason, Dean Zollman, Donna Turner, and Erika M. Steele.
Chapter 5. Investigating the Long-Term Impact of Undergraduate Science Reform Courses on the Pedagogical Practices of Kindergarten through Sixth Grade Elementary Teachers, Donna Turner and Dennis Sunal.
Chapter 6. The Impact of Reformed Undergraduate Science Courses on Elementary Teacher Self-Efficacy and Subsequent Relationships to Science Teaching Practices, Corinne H. Lardy and Cheryl L. Mason.
Part II: Research-Based Strategies.
Chapter 7. Constructivism in Context: Factors Affecting Student Learning in Four Different Classrooms, Emily J. Borda, Kayla Anzalone, Mathew T. Lockett, and Siri Wuotila.
Chapter 8. A Contrast of the Science Teaching Practices of Two Preservice Early Childhood Educators, Deirdre Englehart.
Chapter 9. Early Science Teaching Experiences for Undergraduates in an On-Campus, Hands-On Laboratory, Sarah Tanya Heaston and Bev Marcum.
Chapter 10. Reframing Non-Science Majors' Fundamental Understandings About Scientific Inquiry and Scientists, Gayle Buck, Pazit Koren, Xinying Yin, and Varda Bar.
Chapter 11. Teaching Undergraduate Introductory Physics With an Innovative Research-Based Clicker Methodology, Lin Ding and Neville W. Reay.
Part III: Student Problem and Research Strategies.
Chapter 12. Intrinsic Motivation of Students Utilizing a Project-Based Organic Chemistry Laboratory Curriculum, Gail Horowitz.
Chapter 13. Problem Solving by Developing Guided Research in Introductory University Physics Courses, Jenaro Guisasola, Mikel Ceberio, and Kristina Zuza.
Chapter 14. Integrating Research into Undergraduate Courses: Current Practices and Future Directions, Iris Alkaher and Erin L. Dolan.
Part IV: Professional Development of Learning Assistants, Teaching Assistants, and Instructors.
Chapter 15. Development of Biology Graduate Laboratory Assistants' Conceptualizations of Teaching Science as Inquiry, Kristen R. Miller and J. Steve Oliver.
Chapter 16. Lesson Study With Graduate Teaching Assistants: Three Comparative Cases in the Sciences, Sharon Dotger and Deborah Barry.
Chapter 17. Stoichiometry's PCK of University Chemistry Professors, Kira Padilla and Andoni Garritz.
About the Author.
Preface.
Acknowledgments.
Part I: National Study of Education in Undergraduate Science.
Chapter 2. National Study of Education in Undergraduate Science: Purpose and Baseline Data, Dennis Sunal, Cynthia Sunal, Erika M. Steele, and Glenda Ogletree.
Chapter 3. National Study of Education in Undergraduate Science: Research Design, Dennis Sunal, Cynthia Sunal, Cheryl L. Mason, Dean Zollman, John Dantzler, Donna Turner, Erika M. Steele, Corinne Lardy, Mojgan Matloob-Haghanikar, and Sytil Murphy.
Chapter 4. National Study of Education in Undergraduate Science: Lessons Learned, Dennis Sunal, John Dantzler, Cynthia Sunal, Cheryl L. Mason, Dean Zollman, Donna Turner, and Erika M. Steele.
Chapter 5. Investigating the Long-Term Impact of Undergraduate Science Reform Courses on the Pedagogical Practices of Kindergarten through Sixth Grade Elementary Teachers, Donna Turner and Dennis Sunal.
Chapter 6. The Impact of Reformed Undergraduate Science Courses on Elementary Teacher Self-Efficacy and Subsequent Relationships to Science Teaching Practices, Corinne H. Lardy and Cheryl L. Mason.
Part II: Research-Based Strategies.
Chapter 7. Constructivism in Context: Factors Affecting Student Learning in Four Different Classrooms, Emily J. Borda, Kayla Anzalone, Mathew T. Lockett, and Siri Wuotila.
Chapter 8. A Contrast of the Science Teaching Practices of Two Preservice Early Childhood Educators, Deirdre Englehart.
Chapter 9. Early Science Teaching Experiences for Undergraduates in an On-Campus, Hands-On Laboratory, Sarah Tanya Heaston and Bev Marcum.
Chapter 10. Reframing Non-Science Majors' Fundamental Understandings About Scientific Inquiry and Scientists, Gayle Buck, Pazit Koren, Xinying Yin, and Varda Bar.
Chapter 11. Teaching Undergraduate Introductory Physics With an Innovative Research-Based Clicker Methodology, Lin Ding and Neville W. Reay.
Part III: Student Problem and Research Strategies.
Chapter 12. Intrinsic Motivation of Students Utilizing a Project-Based Organic Chemistry Laboratory Curriculum, Gail Horowitz.
Chapter 13. Problem Solving by Developing Guided Research in Introductory University Physics Courses, Jenaro Guisasola, Mikel Ceberio, and Kristina Zuza.
Chapter 14. Integrating Research into Undergraduate Courses: Current Practices and Future Directions, Iris Alkaher and Erin L. Dolan.
Part IV: Professional Development of Learning Assistants, Teaching Assistants, and Instructors.
Chapter 15. Development of Biology Graduate Laboratory Assistants' Conceptualizations of Teaching Science as Inquiry, Kristen R. Miller and J. Steve Oliver.
Chapter 16. Lesson Study With Graduate Teaching Assistants: Three Comparative Cases in the Sciences, Sharon Dotger and Deborah Barry.
Chapter 17. Stoichiometry's PCK of University Chemistry Professors, Kira Padilla and Andoni Garritz.
About the Author.