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Biology Pedagogical BibliographyArticlesAllen, D. & Tanner, K. (2002). Approaches to cell biology teaching. Cell Biology Education, 1, 3-5. Why should students learn science? How should students learn science? How do we know when they learn science? Helping future teachers to find answers to these questions is a goal that appears in the mission statements of science pedagogy courses around the world. Once out of the college classroom and into our own, however, it becomes clear that finding the answers is a lifelong and not just a semester’s journey. Access: http://www.cellbioed.org/ Allen, D. & Tanner, K. (2003). Approaches to cell biology teaching: learning content in context—problem-based learning. Cell Biology Education, 2, 73-81. In answering a call of the American Association for the Advancement of Science (1990) that “science should be taught as science is practiced at best,” science faculty across the country have systematically begun to infuse their skills, perspectives, and experiences as scientists into the instructional approaches they select for their undergraduate classrooms. Problem-based learning (PBL), which diffused into undergraduate science instruction from the medical school setting over 10 years ago, is one of those approaches. Access: http://www.cellbioed.org/ Allen, D. & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1, 63-67. There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic, which provides a beginning point for teaching. Questions reveal misconceptions and misunderstandings that must be addressed for teachers to move student thinking. In a classroom discussion or debate, questions can influence behaviors, attitudes, and appreciations. Access: http://www.cellbioed.org/ Bell, R., Abd-EL-Khalick, F., Lederman, N., McComas, W. & Matthews, M. (2001). The nature of science and science education: a bibliography. Science & Education, 10, 187-204. The references listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Library access: http://scholarsportal.info/cgi-bin/sciserv.pl?collection=journals&issn=09267220 DebBurman, S.K. (2002). Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills. Cell Biology Education, 1, 154-172. Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. Access: http://www.cellbioed.org/ Ghosh, R. (1999). The challenges of teaching large numbers of students in general education laboratory classes involving many graduate student assistants. Bioscene, 25(1), 7-11. It is important for science teachers, strategists, and policy makers to devise ways to improve both the content of science education and its presentation to make it meaningful and understandable. To initiate dialogue in this important aspect of undergraduate education, I have focused on areas that are important to understanding and improving the teaching of General Education biology. Specifically, how can we improve our laboratory presentations and have them be interesting, yet focused. Library Access: Online - http://acube.org/publications/index.html Haury, D. L. (1993). Teaching science through inquiry. ERIC/CSMEE Digest. Washington, DC: Department of Education. Retrieved December, 2003 from the ERIC database. (ERIC Document Reproduction Service No. ED359048) In a statement of shared principles, the US Department of Education and the National Science Foundation (1992) together endorsed mathematics and science curricula that “promote active learning, inquiry problem solving, cooperative learning, and other instructional methods that motivate students.” Likewise, the National Committee on Science Education Standards and Assessment (1992) has said that “school science education must reflect science as it is practiced,” and that one goal of science education is “to prepare student who understand the modes of reasoning of scientific inquiry and can use them.” More specifically, “students need to have many and varied opportunities for collecting, sorting, and cataloguing, observing, note taking and sketching; interviewing, polling and surveying” (Rutherford & Algren, 1990). Library Access: http://ca1.csa.com/htbin/ids65/procskel.cgi?fn=f_advselect.html&cat=default&ctx=/csa/ids/context/ctxQraamp Lawson, A.E. (2001). Promoting Creative and Critical Thinking Skills in College Biology. Bioscene, 27(1), 13-24. A model of creative and critical thinking is presented in which analogical reasoning is used to link planes of thought and generate ideas that are then tested by employing an “if/and/then” pattern of reasoning. Data are also presented suggesting that such thinking skills develop first in familiar and observable contexts before they can be used in less familiar and unobservable contexts. Library Access: Online - http://acube.org/publications/index.html Klionski, D.J. (1998). A Cooperative Learning Approach to Teaching Introductory Biology. College Science Teaching, 27, 334-338. There are various theories as to how students learn and they should be considered in designing our approaches to teaching. In my experience, university administrators and faculty engage in curricular design spend too little time considering the great wealth of information that has been gathered on learning theory. Library access: Annex(off-site) For delivery use "request item from TRELLIS". PER. Q183.U6 J68. v. 1 (1971/72)-v. 16 (1986/87) Kubli, F. (2001). Can the theory of narratives help science teachers be better storytellers? Science & Education, 10, 595-599. The narration of historical details is an art. It can learned by studying narrative theories which lead to a better understanding of the narrative process. Not every physics teacher is born an expert in storytelling. The analysis of the whole process of story production and its reception by an audience is a precious tool, even in the hand of an inexperienced storyteller. Science teachers can profit from an education in this direction. Library access: http://scholarsportal.info/cgi-bin/sciserv.pl?collection=journals&issn=09267220 Maurer, M. (1998). Information Sources for Science Education. ERIC Digest. Washington, DC: Department of Education. Retrieved December, 2003 from the ERIC database. (ERIC Document Reproduction Service No. ED433191) In this information age of instant access to libraries, databases, information centers, organizations, government agencies, and self-appointed experts worldwide, where do you turn for accurate, reliable, and up-to-date information about science education? Listed here are some of the key information sources used by parents, researchers, and other professionals. There are many more local, regional, national, and international resources not listed here, but these are reliable starting points in your quest for information. Library Access: http://ca1.csa.com/htbin/ids65/procskel.cgi?fn=f_advselect.html&cat=default&ctx=/csa/ids/context/ctxQraamp McCann, W. S. (1997). Teaching about societal issues in science classrooms. ERIC Digest. Washington, DC: Department of Education. Retrieved December, 2003 from the ERIC database. (ERIC Document Reproduction Service No. ED432442) Current reform movements in science education call for all students to be “scientifically literate.” One aspect of literacy includes an understanding of the various roles of science in society, from both local and global perspectives. One way to study the roles of science in society is through the study of community issues, matters that evoke diverse viewpoints, present competing interpretations of data, and offer choices among possible actions. Library Access: http://ca1.csa.com/htbin/ids65/procskel.cgi?fn=f_advselect.html&cat=default&ctx=/csa/ids/context/ctxQraamp Powell, K. (2003). Spare me the lecture. Nature, 425, 234-236. US research universities, with their enormous classes, have a poor reputation for teaching science. Experts agree that a shake-up is needed, but which strategies work best? Library Access: Guelph McLaughlin Periodical Stacks Q 1.N2 Skinner, K.M. & Hoback, W. W. (2003). Web-based, active learning experiences for Biology students. Bioscene, 29(1), 23-29. Educational research shows that learning is enhanced by experiences that help students challenge preconceptions and connect new concepts to prior knowledge. While it is often difficult to provide “hands-on” learning experiences in large classes, the Internet offers the opportunity to create classroom and laboratory lessons that are engaging, self-paced, and encourage critical thinking. Although a growing number of online exercises exist, broken links and labor-intensive assessment preclude their easy adoption. We have developed a website that avoids these problems and teaches students about exotic species, their introductions, and their potential impacts. Library Access: Online - http://acube.org/publications/index.html Sundberg, M.D. (2001). Frugal fun with fungal cultures. Bioscene, 27(1), 23-29. A home kitchen can serve as a stock room to provide the supplies and equipment need to culture fungi for classroom use. Some alternative media and cultural techniques are provided along with two alternative classroom investigations that can be employed by classes from elementary through college levels. Library Access: Online - http://acube.org/publications/index.html Wright, R. & Boggs, J. (2002). Learning cell biology as a team: a project-based approach to upper-division cell biology. Cell Biology Education, 1, 145-153. To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Access: http://www.cellbioed.org/
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