E

E-mail, 52-53, 56

Education of future teachers

conceptual approaches, 7

importance of, 7

G

Gender differences, 58, 60-61

Genetics, 13

Geology, 11

Goals

as component in syllabus planning, 5-6

for discussion sessions, 15

for laboratory work, 16-17

for nonscience majors, 3-4

student diversity, 3

student testing, 41

student's understanding of science as multi-disciplinary,7

for teaching, 9

Gould, James L., 17

Grading

bonus points, 45

criterion-referenced systems, 44

on a curve, 44

of homework assignments, 39, 40-41

inherent subjectivity in, 45

norm-referenced systems, 44-45

teacher attitudes, 39, 44

test goals and, 39, 45

See also Assessment and evaluation of students;

Testing

Grant, Rosemary, 6

Group work

collaborative learning, 15-16

context for exploration, 24

disadvantages, 16

discussion sessions, 14-15

grading, 40

H

Handouts, laboratory work, 18

Harvard University, 22

Homework

grading, 40-41

take-home tests, 42

I

Information overload

problems of discipline-centered approach, 4

in instructional resources, 47

Information technology

educational resources, 47, 51-54

interactive software, 53

Internet, 51

in laboratory work, 18

software selection, 53

teaching resources, 52

World Wide Web, 52

Inquiry, 23

Inquiry-based labs, 73-74

Interdisciplinary courses, 5, 6, 7

Internet, 51

Introductory courses, 4

alternatives/enhancements to lecturing, 10-11

grading policy, 44

J

Jones, Maitland, 6

L

Laboratory work

computer use, 18

context for exploration, 24

cooperative learning in, 18

grading, 39-40

handling student questions, 12-13

improving effectiveness of, 16-19

inquiry-based, resources for, 73-74

planning considerations, 18-19

resources for planning, 17-18

safety, publications on, 75

significance of, for science, 16

student reports, 19, 25

teaching assistants in, 19-20

teaching goals, 16-17

teaching technique, 18

use of handouts, 18

Large classes

alternatives to lecturing, 10-11

demonstration projects for, 14

discussion sections, 14

Learning

allowing time for reflection, 24

best methods for, 4

collaborative/cooperative, 15-16

current conceptualization, 21-22

from exams, 44

fundamental misconceptions as obstacles to, 27, 28-29

overcoming misconceptions, 24

process conceptualizations,

research on, 26

relationship with teaching, 2

responsibility for, 55

student evaluations of teachers and, 38

student-teacher relations and, 55-56

styles of, 22-23

teacher's goals for students, 3

traditional conceptualizations of, 21

See also Active learning

Lecturing

active learning in, 5

alternatives, 10-11

with discussion sections, 14

handling student questions, 12-13

limitations of, 9

opportunities for improving, 11-12

use of demonstration projects, 13-14

Long, Sharon, 10, 13

M

Mazur, Eric, 22

Mentoring, 60-61

Minority students, 59, 60-61

Misconceptions

as challenges to learning, 27, 28-29

examples, 29, 30

helping students confront, 29-30

helping students overcome, 30-31

identifying, 29

as impediment to learning, 24

resources for dealing with, 32

science fear and math anxiety, 57-58

teaching strategies for dealing with, 29

types of, 27-28

Molecular biology, 13

Multimedia presentations, 11



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