Literaturnachweis - Detailanzeige
Autor/in | Jones-Wilson, T. Michelle |
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Titel | Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class |
Quelle | In: Journal of College Science Teaching, 35 (2005) 1, S.42 (5 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0047-231X |
Schlagwörter | Stellungnahme; Course Content; Problem Solving; Teaching Methods; Science Instruction; Science Teachers; Active Learning; Organic Chemistry; Critical Thinking; Problem Based Learning Kursprogramm; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Organische Chemie; Kritisches Denken; Problem-based learning; Problemorientiertes Lernen |
Abstract | In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to educators, and therefore they don't often demonstrate the process to students. Therefore, teachers are not creating the framework or perspective for critical thinking. In this article, the author discusses the importance of a problem-centered teaching model. She also relates the results of her own teaching experience using this approach. (ERIC). |
Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |