Active Learning in College Science: The Case for Evidence-Based Practice [Paperback]

This book explores evidence-based practice in college science teaching.  It is grounded in disciplinary education research by practicing scientists who have chosen to take Wiemans (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching.  In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines.  Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities.

 

In keeping with Wiemans challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The books final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses.

 

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