Add to ORKGTeaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts
Many science educators agree that 21st century students need to develop mature scientific thinking s...
This paper helps instructors reflect on their experiences with teaching introductory science classes...
The teaching of science to undergraduates aligns poorly with the practice of science, leading many s...
Every year, tens of thousands of non-science major undergraduate students enroll in introductory sci...
Most students bring a range of everyday experiences and a rich sense of curiosity to learning in sci...
Early in my teaching career, I came to the conclusion that my colleagues did not approach science in...
Science graduate students and others who are early in their science career are focused on learning a...
Elementary students are taught science by teachers from social sciences and humanities backgrounds, ...
This study examined how college science faculty who teach introductory level undergraduate science c...
The central idea of my research was to prove that science education was beneficial to a student\u27s...
This year long, qualitative, case study examines two, experienced, high school, biology teachers as ...
Based on Shulman\u27s (1986) theory that teaching requires specialized knowledge referred to as peda...
Teachers are often surprised or frustrated that students are unable to understand basic science conc...
There is considerable evidence that many high school students are losing interest in science (Yager ...
Being an educator in the twenty-first century is exciting, stimulating, fun, challenging, and dynami...
Many science educators agree that 21st century students need to develop mature scientific thinking s...
This paper helps instructors reflect on their experiences with teaching introductory science classes...
The teaching of science to undergraduates aligns poorly with the practice of science, leading many s...
Every year, tens of thousands of non-science major undergraduate students enroll in introductory sci...
Most students bring a range of everyday experiences and a rich sense of curiosity to learning in sci...
Early in my teaching career, I came to the conclusion that my colleagues did not approach science in...
Science graduate students and others who are early in their science career are focused on learning a...
Elementary students are taught science by teachers from social sciences and humanities backgrounds, ...
This study examined how college science faculty who teach introductory level undergraduate science c...
The central idea of my research was to prove that science education was beneficial to a student\u27s...
This year long, qualitative, case study examines two, experienced, high school, biology teachers as ...
Based on Shulman\u27s (1986) theory that teaching requires specialized knowledge referred to as peda...
Teachers are often surprised or frustrated that students are unable to understand basic science conc...
There is considerable evidence that many high school students are losing interest in science (Yager ...
Being an educator in the twenty-first century is exciting, stimulating, fun, challenging, and dynami...
Many science educators agree that 21st century students need to develop mature scientific thinking s...
This paper helps instructors reflect on their experiences with teaching introductory science classes...
The teaching of science to undergraduates aligns poorly with the practice of science, leading many s...