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Improving Introductory Science Courses Using Comparative Assessment across Multiple Modalities
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Schweitzer, Jill Kuglin; Tobin, Wes; Krerowicz, Sam; Blakefield, Mary; Olson, Brian; Law, Yu Kay – New Directions for Teaching and Learning, 2023
Exploring the value of course assessment across multiple teaching modalities, this chapter provides a framework for improving introductory science courses by evaluating the impact of pedagogical modality on student learning.
Descriptors: Introductory Courses, Science Education, Teaching Methods, Comparative Analysis
Contemplative Science: An Insider Prospectus
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Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Aligning Paper Tests with Multimedia Instruction
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Howell, Scott L. – New Directions for Teaching and Learning, 2004
Although instructional methods are moving in ever greater number to a multimedia base, testing is not. What principles should be considered in correcting this misalignment?
Descriptors: Multimedia Instruction, Teaching Methods, Test Validity, Test Reliability
Disciplinary Differences in What Is Taught and in Students' Perceptions of What They Learn and of How They Are Taught.
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Cashin, William E.; Downey, Ronald G. – New Directions for Teaching and Learning, 1995
A study investigated whether Biglan clusters of academic disciplines (hard/soft, pure/applied, life/nonlife) could be used to explain disciplinary differences in college student ratings of instruction. It was found that Biglan clusters do not explain the differences, many disciplines still emphasize knowledge acquisition over higher-order skills,…
Descriptors: College Curriculum, College Instruction, Comparative Analysis, Curriculum Design