NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Using Active Learning in a Studio Classroom to Teach Molecular Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Nogaj, Luiza A. – Journal of College Science Teaching, 2013
This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…
Descriptors: College Science, Active Learning, Molecular Biology, Science Instruction
Structure and Evaluation of Flipped Chemistry Courses: Organic & Spectroscopy, Large and Small, First to Third Year, English and French
Peer reviewed Peer reviewed
Direct linkDirect link
Flynn, Alison B. – Chemistry Education Research and Practice, 2015
Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17-420 students) were "flipped" in 2013-2014. In the…
Descriptors: Spectroscopy, Chemistry, Organic Chemistry, Course Evaluation
Focus on Teaching: Critical Thinking.
Peer reviewed Peer reviewed
Dyrud, Marilyn A.; Worley, Rebecca B. – Business Communication Quarterly, 1998
Discusses Bloom's Taxonomy of Cognitive Skills and presents a table that outlines and defines its six skill levels. Introduces articles in this journal describing assignments for business communications which involve the these higher-order thinking skills. (SR)
Descriptors: Assignments, Business Communication, Class Activities, Critical Thinking
Ineffective Teaching and Fuzzy Assignments Can Thwart "Critical Thinking" by College Students, Scholars Argue.
Heller, Scott – Chronicle of Higher Education, 1987
Some argue that instead of being taught as a discrete skill, critical thinking must be linked to the content and methods of specific academic disciplines; they urge faculty to make students explicitly aware of the language and modes of thinking of their disciplines. (MSE)
Descriptors: Assignments, College Instruction, Critical Thinking, Educational Objectives