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Peer reviewedDonald, Janet G. – New Directions for Teaching and Learning, 1985
Issues of instructional effectiveness need to be examined at three levels: (1) the context in which instruction takes place and the rewards provided for teaching well; (2) comparison of teaching paradigms; and (3) the knowledge to be learned and the skills that are part of the learning process. (MSE)
Descriptors: Classroom Techniques, Cognitive Processes, College Instruction, Educational Environment
Direct linkZolan, Miriam; Strome, Susan; Innes, Roger – New Directions for Teaching and Learning, 2004
For three biology professors, visualizing molecular processes is central to thinking in their discipline. This chapter reports their attempts at getting students to make this same cognitive move and the results of their assessments. (Contains 2 figures.)
Descriptors: Genetics, Molecular Biology, Visualization, Science Instruction
Peer reviewedSteadman, Mimi; Svinicki, Marilla – New Directions for Teaching and Learning, 1998
Understanding the link between classroom assessment techniques (CATs) and cognitive learning theory not only allows college teachers to choose and design CATs that fit particular classroom needs, but helps them explicate to students the potential applications of CATs to study strategies in general. Once students make this leap, the effects of a…
Descriptors: Classroom Research, Classroom Techniques, Cognitive Processes, College Instruction
