From the National Academies: The Challenges and Opportunities for Improving Undergraduate Science Education through Introductory Courses-Reference-Cited by-同舟云学术

From the National Academies: The Challenges and Opportunities for Improving Undergraduate Science Education through Introductory Courses

Published:2004-12 Issue:4 Volume:3 Page:212-214
ISSN:1536-7509
Container-title:Cell Biology Education
language:en
Short-container-title:CBE

Author:

Labov Jay B.¹

Affiliation:

1. Center for Education, National Research Council, 500 Fifth Street, NW, Washington, DC 20001

Publisher

American Society for Cell Biology (ASCB)

Subject

Cell Biology,Education

Reference11 articles.

1. Brakke, D.F., and Brown, D.T. (2002). Assessment to improve student learning. In: Building Robust Learning Environments in Undergraduate Science, Technology, Engineering and Mathematics, ed. J.L. Narum and K. Conover. San Francisco: Jossey-Bass,119 -122. Available at http://www.pkal.org/template2.cfm?c_id=350.

2. Etkina, E., Mestre, J.P., and O'Donnell, A. (in press). The impact of the cognitive revolution on science learning and teaching. In: The Impact of the Cognitive Revolution on Educational Psychology, ed. J. Royer. Greenwich, CT: Information Age Publishing, Inc.

3. Hake, R.R. (1999). Research, Development, and Change in Undergraduate Biology Education: A Web Guide for Non-Biologists. http://www.physics.indiana.edu/~redcube/redcube.pdf (accessed 23 September 2004).

4. MacNeal, A.P., and D'Avanzo, C., ed. (1997).Student Active Science: Models of Innovation in College Science Teaching . Orlando, FL: Harcourt Brace.

5. National Research Council. (1999). Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology. Washington, DC: National Academies Press. http://nap.edu/catalog/6453.html (accessed 23 September 2004).

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