 |
| Source: Gotta Love Science, Dr. Scott B. Goldscher |
The University of Washington’s Biology 220 course serves hundreds of students in a massive lecture-hall setting, but a related science-writing course—enhanced by Science in the Classroom resources—helped a subset of those participants better understand core concepts, educator Greg Crowther reported.
By analyzing, annotating, and reviewing two Science papers as part of a Science in the Classroom (SiTC) exercise, Crowther’s students also improved their scientific vocabulary and critical-thinking skills. For their contributions to the growing SiTC stockpile of study materials, they will all get bylines on the Science website, too.
“Working on the Science in the Classroom project was a great opportunity for meta-cognition by the students in my science-writing course,” said Crowther, a faculty member at UW as well as South Seattle College. “It encouraged them to think about how they learn most effectively. With their homework, they had to answer questions like, `How did this aid your understanding of the paper, or not?’ They were prompted to think about how they approach learning, and going forward, that will help them in all of their courses.”
AAAS: Science Offers New Tools for Educators and Students, Ginger Pinholster
Comments