| 000 | 05766cam a2200517 i 4500 | ||
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| 001 | on1084756985 | ||
| 003 | OCoLC | ||
| 005 | 20250612155512.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||unuuu | ||
| 008 | 190208s2019 enka ob 001 0 eng d | ||
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| 016 | 7 |
_a019254824 _2Uk |
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| 019 |
_a1085593811 _a1124929441 _a1162061750 |
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| 020 |
_a9780128147030 _qelectronic book |
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| 020 |
_a0128147032 _qelectronic book |
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| 020 | _z9780128147023 | ||
| 020 | _z0128147024 | ||
| 035 |
_a(OCoLC)1084756985 _z(OCoLC)1085593811 _z(OCoLC)1124929441 _z(OCoLC)1162061750 |
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| 050 | 4 |
_aQ181 _b.B7235 2019 |
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| 050 | 4 | _aQ181.5 | |
| 072 | 7 |
_aSCI _x063000 _2bisacsh |
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| 082 | 0 | 4 |
_a507.11 _223 |
| 082 | 0 | 4 |
_a507.1 _223 _1https://id.oclc.org/worldcat/ddc/E48rtXXRmPYhWFqXKhHqDW77Yt |
| 100 | 1 |
_aBrame, Cynthia J., _eauthor. _934318 |
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| 245 | 1 | 0 |
_aScience teaching essentials : _bshort guides to good practice / _cCynthia J. Brame. |
| 264 | 1 |
_aLondon, United Kingdom ; _aSan Diego, CA : _bAcademic Press, _c[2019] |
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| 300 |
_a1 online resource (xx, 192 pages) : _billustrations (some color) |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 504 | _aIncludes bibliographical references and index. | ||
| 520 | _aScience 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. | ||
| 588 | _aDescription based on online resource; title from digital title page (viewed on November 07, 2022). | ||
| 505 | 0 | _aFront 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 | |
| 505 | 8 | _aChapter 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 | |
| 505 | 8 | _aChapter 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? | |
| 505 | 8 | _aConsider 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 | |
| 505 | 8 | _aSpotlight 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 | |
| 650 | 0 |
_aScience _xStudy and teaching (Higher) _934319 |
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| 650 | 0 |
_aTeaching _xMethodology. _934320 |
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| 758 |
_ihas work: _aScience teaching essentials (Text) _1https://id.oclc.org/worldcat/entity/E39PCGMG9DxqCKgqwwjBMB6CXq _4https://id.oclc.org/worldcat/ontology/hasWork |
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| 776 | 0 | 8 |
_iPrint version: _aBrame, Cynthia J. _tScience teaching essentials. _dLondon : Academic Press, [2019] _z0128147024 _z9780128147023 _w(OCoLC)1044864538 |
| 856 | 4 | 0 |
_3ScienceDirect _uhttps://www.sciencedirect.com/science/book/9780128147023 |
| 999 |
_c216516 _d216516 |
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