Practicing Science: The Investigative Approach in College Science Teaching

Ιαν 2001 · NSTA Press

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This document presents a collection of articles selected from the Journal of College Science Teaching. The selected articles represent how college science teaching should be practiced and include modifications in classrooms and laboratories to allow for the development of inquiry skills. Articles include: (1) "What Should Students Learn about the Nature of Science and How Should We Teach It? Applying the "If-And-Then-Therefore" Pattern to Develop Students' Theoretical Reasoning Abilities in Science" (Anton E. Lawson); (2) "A Science-in-the-Making Course for Nonscience Majors: Reinforcing the Scientific Method Using an Inquiry Approach" (Deborah A. Tolman); (3) "Investigative Learning in Undergraduate Freshman Biology Laboratories: A Pilot Project at Virginia Tech--New Roles for Students and Teachers in an Experimental Design Laboratory" (George E. Glasson and Woodrow L. McKenzie); (4) "Use of an Investigative Semester-Length Laboratory Project in an Introductory Microbiology Course: Acquainting Students with the Research Process and the Scientific Frame of Mind" (Philip Stukus and John E. Lennox); (5) "Old Wine into New Bottles: How Traditional Lab Exercises Can Be Converted into Investigative Ones" (G. Douglas Crandall); (6) "Semester-Length Field Investigations in Undergraduate Animal Behavior and Ecology Courses: Making the Laboratory Experience the Linchpin of Science Education" (Jeffrey D. Weld, Christopher M. Rogers, and Stephen B. Heard); (7) "Full Application of the Scientific Method in an Undergraduate Teaching Laboratory: A Reality-Based Approach to Experiential Student-Directed Instruction" (Alan R. Harker); (8) "Student-Designed Physiology Laboratories: Creative Instructional Alternatives at a Resource-Poor New England University" (Linda L. Tichenor); (9) "Problem-Based Learning in Physics: The Power of Students Teaching Students--Discovering the Interplay between Science and Today's World" (Barbara J. Duch); and (10) "A Multidimensional Approach to Teaching Biology: Injecting Analytical Thought into the Scientific Process" (Dwight D. Dimaculangan, Paula L. Mitchell, William Rogers, John M. Schmidt, Janice L. Chism, and James W. Johnston). (YDS)