Skip to main content

Home/ ETAP640/ Group items tagged biology

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Gary Bedenharn

YouTube Space Lab (Biology Entry): Jumping Spiders - YouTube - 0 views

www.youtube.com/watch

astronomy space experiment labs winner biology

shared by Gary Bedenharn on 07 Jul 12 - No Cached
  • Gary Bedenharn on 07 Jul 12
     
    Egyptian winner of the youtube space lab.
diane hamilton

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Bio... - 0 views

www.ncbi.nlm.nih.gov/...PMC1854855

generating questions online

shared by diane hamilton on 30 Jun 12 - No Cached
  • diane hamilton on 30 Jun 12
     
    this study looks at web-based student generated questioning as a teaching tool
Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
  • ...40 more annotations...
  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
alexandra m. pickett

George's Adventures in ETAP640 - 0 views

george640.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • I’m not sure I really want to, to be frank, but it is a requirement for my ETAP640 course I am taking.
  • value proposition
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i like "value add"
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      and "due dilligence"
  • No worries, right?  You all and Alex will help me.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      absolutely!! i'm in!!! my (just a bit eccentric) husband, in an attempt to understand life, the universe, and everything, has been "studying science" for a couple of years now. By that i mean reading-voraciously-everything-he-can-get-his-hands-on. He has asked me more than once if i have any real or imaginary (meaning people i only know online) physics professor friends to whom he can address his many questions : ) (i think this interest -bordering on obsession, is a mid-life attempt to come to terms with his mortal human husk - and i blame his mother for raising a heathen.) Nevertheless, he started with electricity, moved on to biology, then chemistry, the periodic table, physics, quantum phisyics and is now he is trying to teach it to our dog. http://www.goodreads.com/author/show/2929826.Chad_Orzel Every morning, book in hand, toothbrush in mouth, he gives us the highlights and pointers (me, my daughter and bella his havanese physics student) FYI - he thinks Einstein's little black book - which he read in its entirety- ( twice) on relativity, was over rated. : ) I am extraordinarily intrigued by your course concept and can't wait to see what you do! : )
Heather Kurto

The Myth of Learning Styles - 0 views

www.changemag.org/...the-myth-of-learning-full.html

learningstyles

shared by Heather Kurto on 13 Jul 13 - No Cached
  • . While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
  • First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
  • Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
  • ...15 more annotations...
  • Third, students differ in their background knowledge, and that difference influences their learning
  • Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
  • The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
  • just as our social selves have personalities, so do our memories.
  • Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
  • The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
  • While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
  • Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
  • if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
  • (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
  • Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
  • econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
  • . We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
  • Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
  • Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
  • Heather Kurto on 18 Jul 13
     
    Great article for all teachers. Thank you!
Teresa Dobler

PhET: Free online physics, chemistry, biology, earth science and math simulations - 0 views

phet.colorado.edu

Module 4 assignment

shared by Teresa Dobler on 10 Jun 12 - Cached
    • Teresa Dobler
      Teresa Dobler on 22 Jul 14
       
      This site contains many different science simulations, including chemistry ones I can use in my course. These simulations will help my students get a lab experience in an online course.
  • George Dale on 10 Jun 12
     
    The "gold standard" of online simulations for multiple science subjects. There are also peer generated ancillary materials. The simulations are amazingly accurate (realize that you may be forced to explain the sometimes non-"ideal" results obtained because of attention paid to second-order effects).
  • Teresa Dobler on 22 Jul 14
     
    From MERLOT
Kristen Della

Jean Piaget - 0 views

www.learningandteaching.info/...piaget.htm

Jean Piaget biology science psychologist children development observation

shared by Kristen Della on 26 May 11 - Cached
  • Kristen Della on 26 May 11
     
    Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.
Kristen Della

A List of Sociological Theories and Theory Types - 0 views

www.midlandstech.edu/...theorypaperlist.pdf

Theory sociology

shared by Kristen Della on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    There are as many theories in sociology as in other disciplines such as psychology, physics, biology or political science. Complicating things for students, sociological theories that explain phenomena of interest in specialized areas of study are often mistaken for theories originating from those areas. I have produced a list of possible theory types and "popular" theories from sociology to help you start looking for possible sociological theories to apply to your paper topic. This list is not comprehensive nor are you limited to it. Some of these theories are in your textbook and some are not. But keep in mind, the easiest way to identify a theory to apply in your paper is to review sociological books that address the subject of your paper - a good source will offer several!
1 - 11 of 11
Showing 20▼ items per page