Approaches to Biology Teaching and Learning: Lesson Study--Building Communities of Learning among Educators

Autor/inn/en	Allen, Deborah; Donham, Richard; Tanner, Kimberly
Titel	Approaches to Biology Teaching and Learning: Lesson Study--Building Communities of Learning among Educators
Quelle	In: Cell Biology Education, 3 (2004) 1, S.1-7 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7509
DOI	10.1187/cbe.03-12-0028
Schlagwörter	Science Education; Teaching Methods; Lesson Plans; Undergraduate Study; Communities of Practice; Biology; Partnerships in Education; Educational Practices; Classroom Techniques; Instructional Innovation; Change Strategies; Instructional Design + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Grundstudium; Community; Biologie; Hochschulpartnerschaft; Bildungspraxis; Klassenführung; Educational Innovation; Bildungsinnovation; Lösungsstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	For more than 20 years, the American public has grown accustomed to the drumbeat of bad news about their schools. Poor performance on standardized tests, gaps in achievement between minority and white students, and high student drop-out rates have become part of the modern lexicon. Although college- and university-level science educators are not faced with the climate of standardized test-driven, high stakes accountability that many K-12 educators sense that they operate in, they are nevertheless being confronted with powerful encouragement to rethink the way they have been teaching science to undergraduate students. This article describes the Japanese process of Lesson Study which offers a model for how faculty could accomplish this revisioning of undergraduate science education through a series of collaborative, gradual and continual improvements in classroom practice, rather than through the more daunting process of wholesale, dramatic change. The Lesson Study process also provides multiple opportunities for partnerships across the K-16 continuum, because the broad goals for student learning of science across the continuum are often the same. (Contains 2 figures and 1 table.) (ERIC).
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	2017/4/10