Biology Pedagogical Bibliography

Books

Allen, D.E. (1997). Bringing problem-based learning to the introductory biology classroom. In Student-active science: models of innovation in college science teaching. (pp. 259-278). Toronto: Saunders College Publishing.

A change in how science is taught as well as what is taught has been the rallying cry behind a national call for educational reform that has gained momentum throughout the past decade (AAAS 1990). A nucleus of science faculty at the University of Delaware has responded by developing models for implementing problem-based learning (PBL) in a variety of undergraduate courses.

Library access: Guelph Teaching Support Resource Centre, Day Hall Rm. 125

Q183.3.A1 S78

Center for Science, Mathematics, and Engineering Education. (1999). Transforming undergraduate education in science, mathematics, engineering, and technology. Washington: National Academy Press.

Today, a quiet revolution is under way in the teaching of undergraduate science, mathematics, engineering, and technology. Courses that have resembled nothing so much as their 19^th century precursors are beginning to change, as students and instructors realize that employment and citizenship in the 21^st century will require radically different kinds of skills and knowledge.

Library access: Guelph Teaching Support Resource Centre, Day Hall Rm. 125

Q183.3.A1 T73

D’Avanzo, C & McNeal, A.P. (1997). Research for all students: structuring investigation into first-year courses. . In Student-active science: models of innovation in college science teaching. (pp. 279-300). Toronto: Saunders College Publishing.

Since its inception in 1970 Hampshire College science teaching has emphasize “inquiry”—i.e. active strategies for getting students to “act like scientists”. In line with these ideals, every student is required to design and complete a scientific research project in the first two years.

Library access: Guelph Teaching Support Resource Centre, Day Hall Rm. 125

Q183.3.A1 S78

McNeal, A.P. (1997). Teacher active workshops: collaborative structures for curricular reform. In Student-active science: models of innovation in college science teaching. (pp. 475-482). Toronto: Saunders College Publishing.

The purpose of this article is to present several useful, tested ideas for participatory structures for workshops aimed at faculty interested in student-active learning.

Library access: Guelph Teaching Support Resource Centre, Day Hall Rm. 125

Q183.3.A1 S78

Narum, J. (1997) Some lessons learned. In Student-active science: models of innovation in college science teaching. (pp. 3-20). Toronto: Saunders College Publishing.

To understand where we are in the process of transforming undergraduate science, mathematics, engineering and technology (SME&T) education in the last years of the 20^th century, it is important to think first about why reform was needed. It will help to explore what went wrong, how teaching and learning, research, and education in the sciences and mathematics in the nation’s undergraduate community came to have deep-seated problems.

Library access: Guelph Teaching Support Resource Centre, Day Hall Rm. 125

Q183.3.A1 S78

National Research Council (US). Committee of Developments in the Science of Learning. (2000). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Key findings of How People Learn:

1. Students come to the classroom with preconceptions about how the world works. If their initial understanding in sot engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside the classroom.
2. To develop confidence in an area of inquiry, students must (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.
3. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”