Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science.


What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions.


Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.

Table of Contents


Front Matter
Chapter 1: How Teachers Teach: General Principles
Chapter 2: How Teachers Teach: Specific Methods
Chapter 3: Linking Teaching with Learning
Chapter 4: Misconceptions as Barriers to Understanding Science
Chapter 5: Evaluation of Teaching and Learning
Chapter 6: Testing and Grading
Chapter 7: Choosing and Using Instructional Resources
Chapter 8: Getting to Know Your Students
Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues
Appendix B: Periodicals Related to Undergraduate Science Education
Appendix C: Laboratory Issues
References
Index