Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop Contributor(s): National Research Council (Author), Division of Behavioral and Social Scienc (Author), Center for Education (Author) |
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ISBN: 0309089298 ISBN-13: 9780309089296 Publisher: National Academies Press OUR PRICE: $51.30 Product Type: Paperback Published: June 2003 Annotation: Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: - Effective science instruction identifies explicit, measurable learning objectives.- Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge.- Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes.- Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available.- Institutions need better assessment tools for evaluating course design and effective instruction.- Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education.- Much is still to be learned from research into how to improve instruction in ways that enhance student learning. |
Additional Information |
BISAC Categories: - Education | Higher - Science | Study & Teaching - Education | Teaching Methods & Materials - Science & Technology |
Dewey: 507.117 |
LCCN: 2003009499 |
Physical Information: 0.43" H x 8.46" W x 10.74" (1.09 lbs) 176 pages |
Descriptions, Reviews, Etc. |
Publisher Description: Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted:
Much is still to be learned from research into how to improve instruction in ways that enhance student learning. |