T-Pulse was pleased to co-sponsor with MITI a talk by Dr Graham Scott, National Teaching Fellow, Head of Biological Sciences, University of Hull, UK.
What are the typical issues or topics with which students have difficulty? How can students be taught to solve problems and think like a chemist?
Most students have developed alternate notions for ordinary, every day "chemistry" situations involving reactions, heat, temperature, phase changes, etc., based on their daily life experiences and previous schooling. These alternate frameworks come in two varieties: misconceptions about what actually happens, and alternative explanations of what happens.
You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly.
All videos in this series:
In-class use videos
Clicker use in a medium-sized mathematics class.
Clicker use in a large physics class. (this video)
There is a large body of useful literature about teaching in the science disciplines. It is largely unknown to most science instructors because it is distributed across many journals, many of which are unfamiliar, and it is therefore time-consuming to identify. Equally, the unfamiliar nature of the literature makes it hard for instructors to distinguish quality from mediocrity, or well-researched conclusions from unsupported opinions.
Improve your teaching and TAing!
Over 70 graduate students from the Faculty of Science participated in the January 2014 workshop held at Thomson House. The Tomlinson Project in University-Level Science Education (T-PULSE) will next offer its Graduate Teaching Development Workshop for science graduate students in August 2014.
This workshop will assist you in becoming an excellent teacher by providing a practical introduction to science education to complement your discipline knowledge.