Two-Year Community: The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science

Autor/inn/en	Scharmann, Lawrence C.; Butler, Wilbert, Jr.
Titel	Two-Year Community: The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science
Quelle	In: Journal of College Science Teaching, 45 (2015) 1, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
DOI	10.2505/4/jcst15_045_01_16
Schlagwörter	Journal Writing; Teaching Methods; College Science; Science Achievement; Community Colleges; Two Year Colleges; Two Year College Students; Academic Achievement; Biology; Science Instruction; Nonmajors; Class Activities; Student Centered Learning; Evolution; Student Centered Curriculum; Science Curriculum; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Community college; Community College; Schulleistung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors' biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on evidence from in-class activities. (As Provided).
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	2020/1/01