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Author: National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 216
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Book Description
Author: National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 216
Get Book Here
Book Description
Author: National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 216
Get Book Here
Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309254140
Category : Education
Languages : en
Pages : 282
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Book Description
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Author: Elaine Seymour
Publisher: Westview Press
ISBN: 9780813366425
Category : Social Science
Languages : en
Pages : 444
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Book Description
This intriguing book explores the reasons that lead undergraduates of above-average ability to switch from science, mathematics, and engineering majors into nonscience majors. Based on a three-year, seven-campus study, the volume takes up the ongoing national debate about the quality of undergraduate education in these fields, offering explanations for net losses of students to non-science majors. Data show that approximately 40 percent of undergraduate students leave engineering programs, 50 percent leave the physical and biological sciences, and 60 percent leave mathematics. Concern about this waste of talent is heightened because these losses occur among the most highly qualified college entrants and are disproportionately greater among women and students of color, despite a serious national effort to improve their recruitment and retention. The authors' findings, culled from over 600 hours of ethnographic interviews and focus group discussions with undergraduates, explain the intended and unintended consequences of some traditional teaching practices and attitudes. Talking about Leaving is richly illustrated with students' accounts of their own experiences in the sciences. This is a landmark study-an essential source book for all those concerned with changing the ways that we teach science, mathematics, and engineering education, and with opening these fields to a more diverse student body.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309175445
Category : Education
Languages : en
Pages : 102
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Book Description
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Author: United States. Congress. House. Committee on Science. Subcommittee on Research
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 128
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309167957
Category : Education
Languages : en
Pages : 176
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Book Description
Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning.
Author: National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 216
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Book Description
Author: Nancy Kober
Publisher:
ISBN: 9780309300438
Category : Education
Languages : en
Pages : 0
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Book Description
"Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way."--Provided by publisher.
Author: National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages :
Get Book Here
Book Description
