000			03916nam a22002417a 4500
003			OSt
005			20210505012916.0
008			201211b ||||| |||| 00| 0 eng d
020			_a978-0-12-814702-3
040			_bEnglish. _cCvSU-CCAT Campus Library. _erda.
050			_aLB1585 _bB73 2019
100			_aBrame, Cynthia J., author. _9335
245			_aScience teaching essentials : _bshort guides to good practice / _cCynthia J. Brame.
260			_aLondon : _bAcademic Press, an imprint of Elsevier, _cc2019.
300			_axx, 192 pages : _billustrations ; _c23 cm
504			_aIncludes bibliographical references and index.
505			_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 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 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? 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 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
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" -- Publisher's description.
650			_aScience _vStudy and teaching (Higher). _9336
650			_aTeaching Methodology. _9337
942			_cBK _hLB 1585 B73 2019 _2lcc _iCIR
999			_c143 _d143