Teaching and Learning STEM

Richard M. Felder , Rebecca Brent 지음

Jossey-Bass 2016년 02월 22일 출간

작품소개

책소개

Rethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you: Plan and conduct class sessions in which students are actively engaged, no matter how large the class is Make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach Help students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds 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 continual improvement in your teaching and your students' learning.

목차

The Authors iii Tables, Figures, and Exhibits xi Foreword xv Preface xvii 1 Introduction to college teaching 1 1.0 Welcome to the university, there’s your office, good luck 1 1.1 Making learning happen 2 1.2 Learner-centered teaching: Definition, warning, and reassurance 5 1.3 What’s in this book? 7 1.4 How to use the book 9 PART ONE Designing courses Interlude. What do they need to know? 13 2 Learning objectives: A foundation of effective teaching 17 2.0 Introduction 17 2.1 Writing and using course learning objectives 19 2.2 Bloom’s taxonomy of educational objectives 30 2.3 Addressing course prerequisites and program outcomes 34 2.4 Ideas to take away 36 2.5 Try this in your course 37 Interlude. Good cop/bad cop: Embracing contraries in teaching 39 3 Planning courses 41 3.0 Introduction 41 3.1 Three steps to disaster, or, how not to approach course preparation 42 3.2 A rational approach to course preparation and redesign 43 3.3 Choosing a course text or content delivery system 47 3.4 Formulating a course grading policy 47 3.5 Writing a syllabus 51 3.6 The critical first week 52 3.7 Ideas to take away 63 3.8 Try this in your course 63 Interlude. How to write class session plans (or anything else) 65 4 Planning class sessions 67 4.0 Introduction 67 4.1 Avoid common planning errors 69 4.2 What’s in a class session plan? 69 4.3 Promote long-term memory storage, retrieval, and transfer 70 4.4 Two cornerstones of effective class sessions 74 4.5 Plan good questions and activities 76 4.6 Don’t turn classes into slide shows and verbal avalanches 78 4.7 Use handouts with gaps 81 4.8 Planning undergraduate laboratory courses 84 4.9 Ideas to take away 86

작가정보

저자(글) Richard M. Felder

저자(글) Rebecca Brent