The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Autor/in	Withers, Michelle
Titel	The College Science Learning Cycle: An Instructional Model for Reformed Teaching
Quelle	In: CBE - Life Sciences Education, 15 (2016) 4, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.15-04-0101
Schlagwörter	College Science; Educational Change; Instructional Innovation; Learning Processes; Models; Teaching Methods; Instructional Design; Biological Sciences; Science Curriculum; Science Teachers; STEM Education; Instructional Materials; Active Learning; Student Centered Learning; Student Centered Curriculum; Alignment (Education); Learner Engagement; Prior Learning; College Students; Student Educational Objectives; Learning Activities; Student Evaluation; Science Activities; Time Management; Teacher Developed Materials + Suchen Sie Ihr Suchwort? Bildungsreform; Educational Innovation; Bildungsinnovation; Learning process; Lernprozess; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Abwasserbiologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vorkenntnisse; Collegestudent; Lernaktivität; Schulnote; Studentische Bewertung; Zeitmanagement
Abstract	Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01