Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop

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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.
Autor: National Research Council, Division Of Behavioral And Social Scienc, Center For Education
Richard A. McCray, Robert L. DeHaan, and Julie Anne Schuck, Editors, Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction, Committee on Undergraduate Science Education, National Research Council

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Autor: National Research Council
ISBN-13 :: 9780309089296
ISBN: 0309089298
Erscheinungsjahr: 01.06.2003
Verlag: NATL ACADEMY PR
Gewicht: 494g
Seiten: 176
Sprache: Englisch
Auflage New
Sonstiges: Taschenbuch, 273x215x11 mm
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