Scientific teaching is a pedagogical approach used in science classrooms where teaching and learning are approached with the same precision as science itself. _not true
According to a 2004 Policy Forum in Science magazine, "scientific teaching involves active learning strategies to engage students in science processes and teaching methods that have been tested and systematically demonstrated to reach diverse students."
Volume 2007 Scientific Teaching lists three main teachings of scientific teaching:
- Active learning : The process by which students are actively involved in learning. This may include learning-based inquiry, cooperative learning, or student-centered learning.
- Rating : A tool for measuring progress and achievement of learning goals.
- Diversity : The breadth of difference that makes each student unique, each group of students unique, and each teaching experience unique. Diversity includes everything in the classroom: students, instructors, content, teaching methods, and context.
These elements should underlie educational and pedagogical decisions in the classroom. The learning environment "SCALE-UP" is an example of applying a scientific teaching approach. In practice, scientific teaching uses a "backward design" approach. The instructor first decides what the student should know and can do (the learning objectives), then determines what will be the proof of student achievement from the learning objectives, then designs the assessment to measure this achievement. Finally, the instructor plans the learning activities, which should facilitate student learning through scientific discovery.
Video Scientific teaching
References
- Scientific Teaching Center at Yale University
- Wisconsin Program for Scientific Teaching
- Scientific Teaching by Handelsman, Miller, and Pfund
- Science Policy Forum by Handelsman et al. (2004)
- The National Academy's Summer Institute for Biology Degree Education
- Path to Scientific Teaching by Ebert-May and Hodder
- CBE Life Science Education interview with Jo Handlesman (2009)
- Science Education Forum by Miller et al. (2008)
Source of the article : Wikipedia
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