1887

It’s All Their Fault?

    Author: Clyde Freeman Herreid1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences, University at Buffalo, Buffalo, NY, 14260
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 May 2010
    • *Corresponding author. Mailing address: Department of Biological Sciences, University at Buffalo, Buffalo, NY 14260. Phone: (716) 645-3020. E-mail: Herreid@buffalo.edu.
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 34-37. doi:10.1128/jmbe.v11.i1.138
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    Abstract:

    Many students fail our introductory science courses and give up on science altogether. How much of this is their fault is debatable. But what is not debatable is that we can improve the situation by using active learning methods. Many faculty claim critical thinking is their highest priority. Their teaching seldom reflects this. They emphasize facts and lecture without context. Most of our students are not going to be scientists, but they are going to be citizens and need to be able to spot inaccuracies when they appear in the media. Case-based and Problem-based Teaching are proven ways to achieve this goal.

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References & Citations

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/content/journal/jmbe/10.1128/jmbe.v11.i1.138
2010-05-20
2017-09-22

Abstract:

Many students fail our introductory science courses and give up on science altogether. How much of this is their fault is debatable. But what is not debatable is that we can improve the situation by using active learning methods. Many faculty claim critical thinking is their highest priority. Their teaching seldom reflects this. They emphasize facts and lecture without context. Most of our students are not going to be scientists, but they are going to be citizens and need to be able to spot inaccuracies when they appear in the media. Case-based and Problem-based Teaching are proven ways to achieve this goal.

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