Overview
- Shows how students can resolve cognitive dissonance to transcend their misconceptions
- Shows how a student can use Reflective Writing to begin to analyze material in the manner of the modern theory of hermeneutics
- Offers ways of getting students to view science in terms of a coherent scientific framework and how we can get students to change the way they learn science
Part of the book series: Innovation and Change in Professional Education (ICPE, volume 16)
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Table of contents (12 chapters)
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Front Matter
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How Students Learn Science
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Front Matter
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Theoretical and Learning Perspectives
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Front Matter
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Final Thoughts
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Front Matter
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Back Matter
Keywords
About this book
This second edition goes beyond the question of whether or not a pedagogical technique is effective, towards more of a focus on answering the question of why a particular technique or class of techniques is effective. In particular it is shown that students’ epistemological beliefs could become more expert-like with a combination of appropriate instructional activities. The debate in the science education community between those who believe that students come in to the classroom with a theory about the subject which is different from that described by the teacher and their textbooks and those who feel that students’ knowledge consists of isolated structures is elaborated especially in the light of the work by M.J. Lattery. Discussion of the stages in epistemic development in students beginning with the Perry model and continuing through later developments is now included. In this edition there is a discussion of how an instructor can enable the student to resolve cognitive dissonance in the difficulties students have in transcending their misconceptions. The second edition includes research comparing Peer Instruction with the Conceptual Conflict Collaborative Group Activity that had been described in the first edition. Much better instructions are available for students on how to use Reflective Writing including a rubric that simplifies the marking of Reflective Writing.
Authors and Affiliations
Bibliographic Information
Book Title: Successful Science and Engineering Teaching
Book Subtitle: Theoretical and Learning Perspectives
Authors: Calvin S. Kalman
Series Title: Innovation and Change in Professional Education
DOI: https://doi.org/10.1007/978-3-319-66140-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2018
Hardcover ISBN: 978-3-319-66139-1Published: 23 October 2017
Softcover ISBN: 978-3-319-88186-7Published: 29 August 2018
eBook ISBN: 978-3-319-66140-7Published: 11 October 2017
Series ISSN: 1572-1957
Series E-ISSN: 2542-9957
Edition Number: 2
Number of Pages: XIX, 271
Number of Illustrations: 51 b/w illustrations
Topics: Science Education, Study and Learning Skills, Mathematics Education, Teaching and Teacher Education, Learning & Instruction