Science teaching essentials : short guides to good practice /: short guides to good practice. ([2019])

• Record Type: Book
• Further Information: Note: Cynthia J. Brame.
• Authors: Brame, Cynthia J
• Contents: Front 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
• Publisher Details: London : Academic Press
• Publication Date: 2019
• Extent: 1 online resource
• Subjects: 507.1; Science -- Study and teaching (Higher); Teaching -- Methodology; SCIENCE / Study & Teaching; Electronic books; Electronic books
• Languages: English
• ISBNs: 9780128147030; 0128147032
• Related ISBNs: 9780128147023; 0128147024
• Notes: Note: Includes bibliographical references and index.; Note: Online resource; title from PDF title page (EBSCO, viewed February 11, 2019).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.