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on1084756985 |
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20210423014335.0 |
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190208s2019 enk ob 001 0 eng d |
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|a N$T
|b eng
|e rda
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|d N$T
|d EBLCP
|d YDX
|d UKMGB
|d OCLCF
|d MERER
|d OCLCQ
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|a 019254824
|2 Uk
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|a 1085593811
|a 1124929441
|a 1162061750
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|a 9780128147030
|q (electronic bk.)
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|a 0128147032
|q (electronic bk.)
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|z 9780128147023
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|z 0128147024
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|a (OCoLC)1084756985
|z (OCoLC)1085593811
|z (OCoLC)1124929441
|z (OCoLC)1162061750
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|a Q181.5
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|a SCI
|x 063000
|2 bisacsh
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|a 507.1
|2 23
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|a Brame, Cynthia J.,
|e author.
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|a Science teaching essentials :
|b short guides to good practice /
|c Cynthia J. Brame.
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| 264 |
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|a London :
|b Academic Press,
|c [2019]
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references and index.
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|a Online resource; title from PDF title page (EBSCO, viewed February 11, 2019).
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|a Front Cover; Science Teaching Essentials; Copyright Page; Praise for Science Teaching Essentials; Contents; Acknowledgments; Chapter Summaries; Section I: The Foundations; Chapter 1. Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment; Chapter 2. Course Design: Making Choices About Constructing Your Course; Chapter 3. Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection; Section II: Keystone Teaching Practices; Chapter 4. Active Learning: The Student Work That Builds Understanding
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|a Chapter 5. Group Work: Using Cooperative Learning Groups EffectivelyChapter 6. Metacognitive Practices: Giving Students Tools to Be Selfdirected Learners; Chapter 7. Test-Enhanced Learning: Using Retrieval Practice to Help Students Learn. With Rachel E. Biel.; Section III: Pedagogy Toolbox; Chapter 8. Lecturing; Chapter 9. Flipping the Classroom; Chapter 10. Using Educational Videos; Chapter 11. Incorporating Research Into Courses. With Faith Rovenolt; Section IV: Fair and Transparent Grading Practices
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|a Chapter 12. Writing Exams: Good Practice for Writing Multiple Choice and Constructed Response Test QuestionsChapter 13. Rubrics: Tools to Make Grading More Fair and Efficient; Introduction; I. The Foundations; 1 Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment; What Is an Inclusive Classroom?; What Can Make a Learning Environment Chilly or Unsupportive?; How Does Creating a Supportive Environment Impact Learning?; How Do You Do It?; Conclusion; References; 2 Course Design: Making Choices About Constructing Your Course; What Are Principles to Guide Course Design?
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|a Consider the Big PictureLink the Big Picture to Practical Elements; Conclusion; References; Spotlight 1: Writing Learning Objectives Using Bloom's Taxonomy; Cognitive Processes: What Do You Want Your Students to Be Doing?; The Knowledge Domain: What Types of Knowledge Do We Want Our Students to Learn?; References; 3 Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection; What Are the Principles to Guide Development of Assignments and Exams?; How Do You Do It?; Conclusion; References; Spotlight 2: Considerations for Syllabus Writing; References
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|a Spotlight 3: Making Our Courses Accessible: Universal Design for LearningReference; II. Keystone Teaching Practices; 4 Active Learning: The Student Work That Builds Understanding; What Is It? A Working Definition for Active Learning; What's the Theoretical Basis? Or, Why Should It Work?; Is There Evidence That It Works?; Why Is It Important? Making Your Class More Inclusive; What Are Techniques to Use?; Brief, Easy Supplements to Lecture; Activities to Replace Some Lecture; Other Approaches; How Should You Get Started?; Conclusion; References
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|a Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a series of short chapters that instructors can use as resources to address common teaching problems and adopt evidence-based pedagogies. By providing individual chapters that can be used independently as needed, this book provides faculty with a just-in-time teaching resource they can use to draft a new syllabus. This is a must-have resource for science, health science and engineering faculty, as well as graduate students and post-docs preparing for future faculty careers.
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| 650 |
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|a Science
|x Study and teaching (Higher)
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| 650 |
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|a Teaching
|x Methodology.
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| 650 |
|
7 |
|a SCIENCE
|x Study & Teaching.
|2 bisacsh
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| 650 |
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7 |
|a Science
|x Study and teaching (Higher)
|2 fast
|0 (OCoLC)fst01108455
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| 650 |
|
7 |
|a Teaching
|x Methodology.
|2 fast
|0 (OCoLC)fst01144598
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| 655 |
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|a Electronic books.
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| 655 |
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4 |
|a Electronic books.
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| 776 |
0 |
8 |
|i Print version:
|a Brame, Cynthia J.
|t Science teaching essentials.
|d London : Academic Press, [2019]
|z 0128147024
|z 9780128147023
|w (OCoLC)1044864538
|
| 856 |
4 |
0 |
|3 ScienceDirect
|u https://www.sciencedirect.com/science/book/9780128147023
|
