Five Things Chemists (and Other Science Faculty) Should Know about the Education Research Literature
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S. Seethaler [1]
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[1] University of California, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 1, 2016, págs. 9-12
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Faculty are increasingly expected to provide a more student-centered learning experience in their classes, including in large introductory courses. To do this, they may choose from a colorful palette of active learning approaches and tools that have been piloted in a wide variety of settings. Success, however, depends on more than the knowledge of what works and a commitment to implementing it. It requires a deep understanding of the principles of learning that underlie the approach or tool, which in turn requires fluency with the education research literature. While the literature is replete with implications for practice, much of it is written for education researchers rather than for science instructors. This brief commentary aims to help chemists and other faculty efficiently sift through this enormous body of work and glean insights about teaching and learning to improve their practice.
