Practicing Science: The Investigative Approach in College Science Teaching
This document presents a collection of articles selected from the Journal of College Science Teaching. The selected articles represent how college science teaching should be practiced and include modifications in classrooms and laboratories to allow for the development of inquiry skills. Articles include: (1) "What Should Students Learn about the Nature of Science and How Should We Teach It? Applying the "If-And-Then-Therefore" Pattern to Develop Students' Theoretical Reasoning Abilities in Science" (Anton E. Lawson); (2) "A Science-in-the-Making Course for Nonscience Majors: Reinforcing the Scientific Method Using an Inquiry Approach" (Deborah A. Tolman); (3) "Investigative Learning in Undergraduate Freshman Biology Laboratories: A Pilot Project at Virginia Tech--New Roles for Students and Teachers in an Experimental Design Laboratory" (George E. Glasson and Woodrow L. McKenzie); (4) "Use of an Investigative Semester-Length Laboratory Project in an Introductory Microbiology Course: Acquainting Students with the Research Process and the Scientific Frame of Mind" (Philip Stukus and John E. Lennox); (5) "Old Wine into New Bottles: How Traditional Lab Exercises Can Be Converted into Investigative Ones" (G. Douglas Crandall); (6) "Semester-Length Field Investigations in Undergraduate Animal Behavior and Ecology Courses: Making the Laboratory Experience the Linchpin of Science Education" (Jeffrey D. Weld, Christopher M. Rogers, and Stephen B. Heard); (7) "Full Application of the Scientific Method in an Undergraduate Teaching Laboratory: A Reality-Based Approach to Experiential Student-Directed Instruction" (Alan R. Harker); (8) "Student-Designed Physiology Laboratories: Creative Instructional Alternatives at a Resource-Poor New England University" (Linda L. Tichenor); (9) "Problem-Based Learning in Physics: The Power of Students Teaching Students--Discovering the Interplay between Science and Today's World" (Barbara J. Duch); and (10) "A Multidimensional Approach to Teaching Biology: Injecting Analytical Thought into the Scientific Process" (Dwight D. Dimaculangan, Paula L. Mitchell, William Rogers, John M. Schmidt, Janice L. Chism, and James W. Johnston). (YDS)
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Página 1 - The centipede was happy quite Until a frog, in fun, Said, ' Pray which leg comes after which ? ' This raised his mind to such a pitch He lay distracted in the ditch, Considering how to run.
Página 2 - You will need a mirror. Once you have a mirror, place the figure down in front of it so that you can look into the mirror at the reflected figure. Read and follow the figure's reflected directions. Look only in the mirror - no fair peeking directly at your hand. When finished, read on. How did you do? If you are like most people, the task proved rather difficult and frustrating. Of course, this should come as no surprise. After all, you have spent a lifetime writing and drawing without a mirror....
Página 1 - All my life I have been doing science and known what it was, but what I have come to tell you — which foot comes after which — I am unable to do, and furthermore, I am worried by the analogy with the poem, that when I go home, I will no longer be able to do any research.