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Home > Mathematics and Science Textbooks > Biology, life sciences > Promoting Active Learning in the Life Science Classroom: (v. 701 Annals of the New York Academy of Sciences)
Promoting Active Learning in the Life Science Classroom: (v. 701 Annals of the New York Academy of Sciences)

Promoting Active Learning in the Life Science Classroom: (v. 701 Annals of the New York Academy of Sciences)


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About the Book

This work attempts to respond to a well-acknowledged flaw in current science education - over-reliance on the conventional lecture-oriented curriculum - by offering descriptions of practical techniques to elicit active student participation in learning rather than passive ingestion of facts. The aim of these papers is to provide faculty members who teach physiology at both the undergraduate and graduate levels with methods that can be used in the laboratory, the lecture hall, and in other settings as well, to promote a learning environment in which students can actively integrate concepts, frame hypotheses and predict how physiological systems will respond in a variety of situations.

Table of Contents:
Part 1 Plenary Papers: Promoting Active Learning in the Life Science Classroom - Defining the Issues, Harold Modell and Joel Michael; How We Teach and How Students Learn, Lillian McDermott; What Are the Prerequisites for Success as a Scientific Problem Solver?, John S. Edwards; Why Am I Teaching This Course?, Setting Educational Objectives for Course Activities, Harold Modell; Teaching Problem Solving in Small Groups, Joel Michael; Promoting Active Learning in Large Groups, Harold Modell and Robert G. Carroll; Classroom Assessment - Assessing to Improve Higher Learning in the Life Sciences, Thomas A. Angelo; Designing Process-Oriented Learning Resources, Kathleen Hannafin; Life Science Education - Reflections on Some Challenges Facing Us, Joel Michael and Harold Modell; Where to Find the Literature - An Annotated Bibliography of Sources for Life Science Education, Joel Michael. Part 2 Poster Papers: Role Playing Facilitates Study of Clinical Cases by Large Groups, John H. Becker; A Computer Method for Simulating Depolarisation and Repolarisation, John D. Bell and Richard W. Heninger; A Problem Solving Exercise That Incorporates Several Active Learning Modalities, Joseph Boyle, III; Teaching Evolutionary Principles in the Comparative Physiology Laboratory, Ronald Edwards; Active Learning in Cardiovascular Physiology, H.H. Erickson and V.L. Clegg; Promoting Active Learning in Developmental Biology Using the Japanese Medaka (Oryzias Latpies) and an Experimental Model, Victoria Henson-Appollonio and Robin Scribailo; For Teaching Physiology, a Partially Integrated Medical Curriculum is Not a Bad Arrangement, John N. Howell; Teaching Renal Physiology Concepts Using a Problem Solving Approach, Herbert F. Janssen; Improved Student Performance Following the Introduction of Socratic Teaching Methods for Basic Science Courses in Pharmacy School, James L. Junker et al; Problem Solving in Neurobiology Using Clinical Case Studies in Small Groups, Robert A. Lavine; A Method of Improving Student Learning in Physiology - A Pilot Experiment, Charles J. McKinley and William R. Stoll; Use of Stimulation Software in an Advanced Physiology Research Course, Edward P. Meyertholen; Using Computer-Aided Instruction (CAI) to Promote Active Learning in the Physiology Classroom, T.M. Nosek et al; Promoting Active Learning in a Large Introductory Biology Course Through Writing, Roger Persell; An Expert System Approach to Teaching Problem Solving in Biological Instrumentation, Claire A. Rinehart; Life in Space - an Undergraduate Seminar Experience, M.A. Rokitka.


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Product Details
  • ISBN-13: 9780897668293
  • Publisher: New York Academy of Sciences
  • Publisher Imprint: New York Academy of Sciences
  • Height: 230 mm
  • ISBN-10: 0897668294
  • Publisher Date: 01 Jan 1993
  • Binding: Hardback
  • Series Title: v. 701 Annals of the New York Academy of Sciences


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Promoting Active Learning in the Life Science Classroom: (v. 701 Annals of the New York Academy of Sciences)
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