Beyond "Hitting the Books"

Autor/inn/en	Entress, Cole; Wagner, Aimee
Titel	Beyond "Hitting the Books"
Quelle	In: Science Teacher, 81 (2014) 4, S.27-31 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Education; Science Instruction; Science Interests; Learning Strategies; Learning Processes; STEM Education; Independent Study; Mastery Learning; Science Achievement; Scientific Literacy; Vocabulary Skills; Memory; Notetaking; Study Habits; Study Skills; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; STEM; Selbststudium; Aktiver Wortschatz; Gedächtnis; Study behavior; Study behaviour; Studienverhalten; Studientechnik
Abstract	Scientists, science teachers, and serious students recognize that success in science classes requires consistent practice--including study at home. Whether balancing chemical equations, calculating angular momentum, or memorizing the steps of cell division, students must review material repeatedly to fully understand new ideas--and must practice even more to commit new knowledge to long-term memory and reach mastery (Willingham 2009, Anderson 2000). Unfortunately, many students have never learned how to study. Thus, even motivated students often perceive success in science courses as beyond their reach. If students are to pursue majors and careers in STEM fields, teachers must teach them how to study independently. In this article, the authors describe the characteristics of effective studying and share techniques that have boosted their students' mastery of science content. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10