What Should the Student-Centered Teacher of Biochemistry and Molecular Biology Be Aware of?

Autor/inn/en	Costa, Manuel Joao; Magalhaes, Eunice
Titel	What Should the Student-Centered Teacher of Biochemistry and Molecular Biology Be Aware of?
Quelle	In: Biochemistry and Molecular Biology Education, 37 (2009) 5, S.268-270 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20325
Schlagwörter	Science Instruction; Molecular Biology; Biochemistry; Liberal Arts; Teaching Methods; Student Centered Curriculum; Teacher Attitudes; Student Role; Learning Processes; Student Attitudes; Cognitive Style; Personality Traits; College Faculty + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Molekularbiologie; Biochemie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Learning process; Lernprozess; Schülerverhalten; Cognitive styles; Kognitiver Stil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fakultät
Abstract	As teaching becomes more "student-centered"--i.e. considers the learning needs and interests of students--it is likely that students will be more committed and, thus, better able to process the materials and, ultimately, learn more Biochemistry and Molecular Biology (BMB). Unfortunately, BMB teaching proceeds largely unaware--or in disregard--of pleas to pursue in that direction. A recent report on the state of BMB education in liberal arts colleges in USA concludes that introductory, intermediate, and advanced courses, all are by and large content-driven and lecture-delivered. Essentially, the report reveals the little concern teachers have for how and for what students learn in BMB. Students can learn substantially from one another when assigned more active roles in the learning process. In this article, the authors present an individual account that illustrates how unexpected outcomes can come out of listening to students in class. Furthermore, drawing both on personal experience and on the existing literature, the authors contextualize the importance of listening to students in BMB courses and list student-related factors that impact learning across subject areas. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10