Linda Hodges reviews the various learning problems endemic to teaching science, explains why they are so common and persistent, and presents a digest of key ideas and strategies to address them, based on the research she has undertaken into the literature on the cognitive sciences and education, first as a teacher and subsequently as the director of faculty development programmes.
Linda Hodges reviews the various learning problems endemic to teaching science, explains why they are so common and persistent, and presents a digest of key ideas and strategies to address them, based on the research she has undertaken into the literature on the cognitive sciences and education, first as a teacher and subsequently as the director of faculty development programmes.
Linda C. Hodges is Associate Vice Provost for Faculty Affairs and Director of the Faculty Development Center at the University of Maryland, Baltimore County. She publishes and presents widely on a variety of topics in faculty development, engaged student learning, and effective teaching practices. Before relocating to Maryland in 2009, she worked in the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University for eight years, six as its Director. Her interest in faculty development arose from her 21 years of experience as a tenured faculty member and department chair at two different institutions. Her formal faculty career began in the chemistry department at Kennesaw State College (now University) where she was a recipient of the Distinguished Teaching Award. After 12 years she moved to Agnes Scott College to become the William Rand Kenan, Jr. Professor of Chemistry. In 1999 she was chosen to participate in the Carnegie Academy for the Scholarship of Teaching and Learning, a Scholars program of the Carnegie Foundation for the Advancement of Teaching. During her time as a Carnegie Scholar she examined how problem-based learning affected students' approaches to learning. Through her work in faculty development she continues to explore the specific effects of various active learning formats on student learning. Dr. Hodges holds a Ph.D. in biochemistry from the University of Kentucky. She earned her B.S. in chemistry in three years from Centre College of Kentucky where she was valedictorian and an elected member of Phi Beta Kappa. Jeanne Narum is founding Director of PKAL, Project Kaleidoscope. Jeanne is focused on building leadership at the institutional and national levels to ensure that American undergraduates have access to robust learning experiences in STEM fields.
Inhaltsangabe
Foreword Preface Acknowledgements 1. Introduction. Making the Most of the Time We Spend Teaching 2. Helping Students Learn During Class 3. Helping Students Learn From Text 4. Helping Students Learn, and Learn From, Problem Solving 5. Motivating and Helping Students Learn on Their Own 6. Helping Students Learn From Tests and Assignments 7. Helping Students Learn From Laboratory Work and Research 8. Helping Students Learn to Write like Scientists 9. Making Choices About What and How to Teach in Science References About the Author Index
Foreword Preface Acknowledgements 1. Introduction. Making the Most of the Time We Spend Teaching 2. Helping Students Learn During Class 3. Helping Students Learn From Text 4. Helping Students Learn, and Learn From, Problem Solving 5. Motivating and Helping Students Learn on Their Own 6. Helping Students Learn From Tests and Assignments 7. Helping Students Learn From Laboratory Work and Research 8. Helping Students Learn to Write like Scientists 9. Making Choices About What and How to Teach in Science References About the Author Index
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