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Active Learning in College Science

Overview of attention for book
Cover of 'Active Learning in College Science'

Table of Contents

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    Book Overview
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    Chapter 1 From Constructivism to Active Learning in College Science
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    Chapter 2 Evidence-Based Practices for the Active Learning Classroom
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    Chapter 3 Student Engagement in Active Learning Classes
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    Chapter 4 Active Learning and Conceptual Understanding in Biology
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    Chapter 5 Navigating the Barriers to Adoption and Sustained Use of Active Learning
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    Chapter 6 Reflective Writing in Active Learning Classrooms
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    Chapter 7 Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy
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    Chapter 8 Enhancing the Quality of Concept Mapping Interventions in Undergraduate Science
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    Chapter 9 Personal Response Systems: Making an Informed Choice
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    Chapter 10 Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning
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    Chapter 11 Click-on-Diagram Questions: Using Clickers to Engage Students in Visual-Spatial Reasoning
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    Chapter 12 Clicker Implementation Styles in STEM
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    Chapter 13 Peer Interaction in Active Learning Biology
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    Chapter 14 Peer-Led Team Learning
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    Chapter 15 Team-Based Learning in STEM and the Health Sciences
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    Chapter 16 Collaborative Learning in College Science: Evoking Positive Interdependence
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    Chapter 17 Silent Students in the Active Learning Classroom
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    Chapter 18 Why Traditional Labs Fail…and What We Can Do About It
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    Chapter 19 Redesigning Science Courses to Enhance Student Engagement and Performance
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    Chapter 20 Evolution of a Student-Centered Biology Class: How Systematically Testing Aspects of Class Structure Has Informed Our Teaching
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    Chapter 21 Problem-Based Learning in College Science
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    Chapter 22 Project-Based Guided Inquiry (PBGI) in Introductory Chemistry
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    Chapter 23 Investigative Science Learning Environment: Learn Physics by Practicing Science
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    Chapter 24 Student-Generated Instructional Materials
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    Chapter 25 The Physics of Medicine Program: Development of an Active Learning Curriculum at the Intersection of Physics and Medicine
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    Chapter 26 Connecting Physics and Medicine: Engaging Students Online and in the Classroom
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    Chapter 27 Gamification in General Chemistry
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    Chapter 28 Group Active Engagement in Introductory Biology: The Role of Undergraduate Teaching and Learning Assistants
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    Chapter 29 Course-Based Undergraduate Research Experiences (CUREs) in Biological Sciences
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    Chapter 30 Active Learning Spaces: Matching Science Classrooms with Pedagogy
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    Chapter 31 The TEAL Physics Project at MIT
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    Chapter 32 Implementing the Studio Classroom in Chemistry
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    Chapter 33 The Flipped Learning Model in General Science: Effects on Students’ Learning Outcomes and Affective Dimensions
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    Chapter 34 Designing and Delivering Flipped Courses: From Instructor and Student Perceptions of Basic Medical Sciences
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    Chapter 35 Active Learning with Visual Representations in College Science
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    Chapter 36 Utilizing Technology to Support Scientific Argumentation in Active Learning Classrooms
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    Chapter 37 Computer Manipulatives and Student Engagement in an Online Mathematics Course
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    Chapter 38 Online Collaborative Learning in STEM
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    Chapter 39 Innovation in a MOOC: Project-Based Learning in the International Context
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    Chapter 40 Social Media as a Tool for Teaching Large Enrollment Science Classes
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    Chapter 41 Interactive Video Vignettes for Teaching Science
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    Chapter 42 EarthLabs: A Model for Supporting Undergraduate Student Inquiry About Change over Time and Space
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    Chapter 43 Google Earth in Online Geosciences Classrooms
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    Chapter 44 Challenges and Opportunities for Virtual Learning in College Geology
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    Chapter 45 Using 3D Printing in Science for Elementary Teachers
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    Chapter 46 Using Augmented Reality to Promote Active Learning in College Science
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    Chapter 47 Error Discovery Learning
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    Chapter 48 Concept Inventories: Design, Application, Uses, Limitations, and Next Steps
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    Chapter 49 Collaborative Learning and Formative Assessment in Astronomy
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    Chapter 50 Active Learning in Astronomy: Learning Goals, Assessment, and Class Time
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    Chapter 51 Collaborative Assessment That Supports Learning
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    Chapter 52 Collaborative-Group Testing in Human Physiology
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    Chapter 53 Engineering Teachers’ Assessment Knowledge in Active and Project-Based Learning
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    Chapter 54 Enhancing Diversity in College Science with Active Learning
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    Chapter 55 Faculty and Student Perceptions of Active Learning
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    Chapter 56 Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms
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    Chapter 57 Student Motivation and Resistance in Active Learning Classrooms
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    Chapter 58 Evidence-Based Strategies to Reduce Student Resistance to Active Learning
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    Chapter 59 Considering Diverse Learners in STEM: Incorporating Universal Design for Learning with Clickers
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    Chapter 60 Preparing the Next Generation of Educators for Active Learning
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    Chapter 61 When Active Learning Fails… and What to Do About It
Overall attention for this book and its chapters
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Mentioned by

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1 news outlet
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15 X users
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1 Wikipedia page

Citations

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19 Dimensions

Readers on

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73 Mendeley
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Title
Active Learning in College Science
Published by
Springer International Publishing, January 2020
DOI 10.1007/978-3-030-33600-4
ISBNs
978-3-03-033599-1, 978-3-03-033600-4
Editors

Joel J. Mintzes, Emily M. Walter

X Demographics

X Demographics

The data shown below were collected from the profiles of 15 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 73 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 73 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 9 12%
Student > Ph. D. Student 6 8%
Student > Bachelor 5 7%
Researcher 4 5%
Lecturer > Senior Lecturer 2 3%
Other 6 8%
Unknown 41 56%
Readers by discipline Count As %
Social Sciences 4 5%
Arts and Humanities 3 4%
Engineering 3 4%
Linguistics 2 3%
Nursing and Health Professions 2 3%
Other 18 25%
Unknown 41 56%