Details
| Type of Product: |
Journal Article |
| Publication Title: |
Journal of College Science Teaching |
| Publication Date: |
5/1/2009 |
| Pages: |
4 |
| Grade Level: |
College |
|
Description
The word sort is just 1 of 30 active-learning and critical-thinking strategies that was implemented into a community college nutrition course over an academic year (two semesters) during a mixed-design research study. The authors wanted to know if a content-heavy, text-driven science course could be effectively taught in a nontraditional manner that used active-learning and critical-thinking strategies rather than the traditional lecture style. They also wanted to determine which of the strategies were the most beneficial to student learning. Data were collected from many sources, both quantitative and qualitative, but for the purpose of this article, only data sources directly related to the word sort will be discussed.
Additional Info
|
Science Discipline:
(mouse over for full classification)
|
Scientific habits of mind
|
| Intended User Role: | College/University Professor (core science discipline), College/University Professor (preservice science education) |
| Educational Issues: | Achievement, Assessment of students, Curriculum, Educational research, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 276 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 8 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Think critically and logically to make the relationships between evidence and explanations.
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Design
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Teaching Standards
- Teachers of science guide and facilitate learning. In doing this, teachers
- Orchestrate discourse among students about scientific ideas.
- Challenge students to accept and share responsibility for their own learning.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Nurture collaboration among students.
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