Gilmer Transforming University Biochemistry Teaching Using Collaborative Learning and Technology

Ready, Set, Action Research!
1. Auflage 2010
ISBN: 978-1-4020-4981-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 208 Seiten

One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data. The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.

Autoren/Hrsg.

Gilmer, Penny J.

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgments;7
3;Abbreviations;11
4;Chapter 1;12
4.1;Introducing the Study;12
4.1.1;1.1 Why Study a University-Level Classroom?;12
4.1.2;1.2 What Are My Objectives?;12
4.1.3;1.3 How Did I Structure This Book?;14
4.1.3.1;1.3.1 Ongoing Growth;14
4.1.3.2;1.3.2 Power of Narrative;18
4.1.3.3;1.3.3 Crises in the Postmodern World;19
4.1.3.4;1.3.4 Crisis of Representation;19
4.1.3.5;1.3.5 Crisis of Legitimation;22
4.1.3.6;1.3.6 Crisis in Praxis;24
4.1.4;1.4 Organization of Chapters;26
4.1.5;1.5 Source of Questionnaires;26
5;Chapter 2;27
5.1;Researching Science Teaching and Learning;27
5.1.1;2.1 Preview;27
5.1.2;2.2 Introduction;27
5.1.3;2.3 What’s Already Known?;28
5.1.3.1;2.3.1 Need for Reform;28
5.1.3.2;2.3.2 Research on Teaching Science in Higher Education;28
5.1.3.3;2.3.3 Research in College Science Teaching;29
5.1.3.3.1;2.3.3.1 General Issues;29
5.1.3.3.2;2.3.3.2 Using Impressionistic Tales;32
5.1.3.3.3;2.3.3.3 Looking at Chemistry Teaching;34
5.1.3.4;2.3.4 Preparing Future Teachers of Science and Mathematics;37
5.1.3.4.1;2.3.4.1 United States’ Goal for K-12 in Science and Mathematics;37
5.1.3.4.2;2.3.4.2 Improving Teacher Preparation in Science;39
5.1.4;2.4 Introduction to Case Study of a Biochemistry Classroom;42
5.1.4.1;2.4.1 How Do I Frame the Study?;43
5.1.4.2;2.4.2 What Are My Research Questions?;44
5.1.4.3;2.4.3 What Options Could I Choose to Transform My College Teaching?;45
5.1.4.4;2.4.4 What Genres Should I Use?;47
5.1.4.5;2.4.5 What Is This Study’s Significance?;49
6;Chapter 3;50
6.1;Developing a Research Practice;50
6.1.1;3.1 Preview;50
6.1.2;3.2 Choosing Theory as a Lens to Inform Research Practice;51
6.1.2.1;3.2.1 Matrix of Theoretical Frameworks;51
6.1.2.2;3.2.2 Theoretical Perspectives Utilized;51
6.1.2.2.1;3.2.2.1 Radical and Social Constructivism;51
6.1.2.2.2;3.2.2.2 Communities of Practice;55
6.1.2.2.3;3.2.2.3 Habermas’ Theory of Communicative Action;56
6.1.2.2.4;3.2.2.4 Sewell’s Theory on Structure.|.Agency;56
6.1.2.2.5;3.2.2.5 Cultural Historical Activity Theory;58
6.1.2.2.6;3.2.2.6 Multiperspective Approaches;60
6.1.2.3;3.2.3 Conducting a Qualitative Study;60
6.1.2.3.1;3.2.3.1 Fourth Generation Evaluation;61
6.1.2.3.2;3.2.3.2 Qualitative Data for the Action Research;62
6.1.2.3.2.1;Data sources;62
6.1.2.3.3;3.2.3.3 Categorizing and Sorting the Qualitative Data;63
6.1.3;3.3 Examining Criteria for a Qualitative Study;67
6.1.3.1;3.3.1 Quality Criteria for Ethnographic, Qualitative Data;67
6.1.3.2;3.3.2 Quality Criteria in Fiction Writing;70
6.1.3.2.1;3.3.2.1 Fiction Workshop Guidelines;70
6.1.3.2.2;3.3.2.2 Richardson’s Evocative Fictional Representation;71
6.1.3.3;3.3.3 Quality Criteria in the Metalogue;73
6.1.4;3.4 Handling and Managing Data;74
6.1.4.1;3.4.1 Ethical Issues;74
6.1.4.2;3.4.2 Facilities and Resources;74
6.1.4.2.1;3.4.2.1 Curtin University of Technology;74
6.1.4.2.2;3.4.2.2 Florida State University;75
6.1.4.2.3;3.4.2.3 National Research Council;75
6.1.4.2.4;3.4.2.4 National Association for Research in Science Teaching;75
6.1.5;3.5 Summarizing the Chosen Methodologies;76
7;Chapter 4;77
7.1;Writing a Story About Teaching University Science;77
7.1.1;4.1 Preview;77
7.1.2;4.2 Analyzing a Classroom by Writing a Story About It;77
7.1.2.1;4.2.1 How I Chose to Depict Learning;78
7.1.2.2;4.2.2 The Fictional Characters;80
7.1.3;Fictionalized Story from Biochemistry Classroom;80
7.1.4;4.3 Writing the Story;91
7.1.4.1;4.3.1 Data Sources – My Students;91
7.1.4.2;4.3.2 My Reflective Journal – When Writing the Story;92
7.1.4.2.1;4.3.2.1 Worksheets as a Tool to Writing;92
7.1.4.3;Abbreviated Worksheets for CRW 4120, Story 2;93
7.1.4.4;4.3.3 Critical Feedback to Others in Fiction Workshop;95
7.1.4.5;4.3.4 Point of View in Fiction;95
7.1.4.5.1;4.3.4.1 Who Speaks?;96
7.1.4.5.2;4.3.4.2 To Whom?;96
7.1.4.5.3;4.3.4.3 In What Form?;97
7.1.4.5.4;4.3.4.4 At What Distance from the Action?;97
7.1.4.5.5;4.3.4.5 With What Limitations?;98
7.1.4.6;4.3.5 My Perspective;99
7.1.5;4.4 Receiving Feedback on Story from My Students;100
7.1.5.1;4.4.1 Mary, an African American Future High School Science Teacher;100
7.1.5.2;4.4.2 Franklin, an African American Premedical Student;103
7.1.5.3;4.4.3 Manny and Rebeka, Two Graduate Students, Trying to Work and Learn in Their Collaborative Group;106
7.1.6;4.5 Summarizing the Chapter;107
8;Chapter 5;109
8.1;Students Collaborating in the Classroom;109
8.1.1;5.1 Preview;109
8.1.2;5.2 Utilizing Collaborative Learning;110
8.1.3;5.3 Deciding on Approaches to Teach My Students;113
8.1.3.1;5.3.1 Seeking Input from Biochemistry Colleagues;113
8.1.3.2;5.3.2 Site of My Action Research;116
8.1.4;5.4 Critiquing the Learning Environment;117
8.1.4.1;5.4.1 Teaching;118
8.1.4.1.1;5.4.1.1 Learning Through Lectures;118
8.1.4.1.2;5.4.1.2 Teacher Attributes;119
8.1.4.1.3;5.4.1.3 Compassion;119
8.1.4.1.4;5.4.1.4 Flexibility;119
8.1.4.1.5;5.4.1.5 Other Traits;120
8.1.4.1.6;5.4.1.6 Dealing with Other Issues;121
8.1.4.1.7;5.4.1.7 Credit Hours;121
8.1.4.1.8;5.4.1.8 Lack of Examinations;122
8.1.4.2;5.4.2 Collaborating;123
8.1.4.2.1;5.4.2.1 Group Presentations;123
8.1.4.2.2;5.4.2.2 Co-learners;128
8.1.4.2.3;5.4.2.3 Strong Points;129
8.1.4.2.4;5.4.2.4 Headaches;130
8.1.4.2.5;5.4.2.5 Suzanne’s Portfolio on Collaboration;132
8.1.4.2.6;5.4.2.6 Problem Sets;134
8.1.5;5.5 Collaborating More Effectively;135
8.1.6;5.6 Summing up Collaboration;136
9;Chapter 6;139
9.1;Students Using Technology in the Classroom;139
9.1.1;6.1 Preview;139
9.1.2;6.2 Learning to Use Technology in Teaching;140
9.1.2.1;6.2.1 Relevant Experiences in Technology Before Start of Action Research;140
9.1.2.2;6.2.2 Using Technology in Teaching Science;142
9.1.2.3;6.2.3 Utilizing Technology in My Action Research;142
9.1.2.4;6.2.4 Rubric: Web Site Construction and Portfolios;145
9.1.3;6.3 Examining Coherence and Contradictions Using Technology;145
9.1.3.1;6.3.1 Students Constructing Web Sites;146
9.1.3.1.1;6.3.1.1 Computer Skills;146
9.1.3.1.2;6.3.1.2 Web Learning;149
9.1.3.2;6.3.2 Web Writing;154
9.1.3.3;6.3.3 What Worked, What Did Not?;159
10;Chapter 7;163
10.1;Addressing the Problematic Issues of Bringing Reform in Science Teaching to Higher Education: Metaloguing with a Biochemistr;163
10.1.1;7.1 Preview;163
10.1.2;7.2 What Is a Metalogue?;164
10.1.3;7.3 Initial Metalogue with Professor Robley J. Light (1999–2002);164
10.1.4;7.4 Resumption of the Metalogue in December 2003;171
10.1.4.1;7.4.1 Impressions on the Fictional Story;172
10.1.4.2;7.4.2 Value of Collaborative Learning;173
10.1.4.3;7.4.3 The Grading Issue Revisited;174
10.1.4.4;7.4.4 Depth of Learning;177
10.1.4.5;7.4.5 Science as “Truth”;178
10.1.4.6;7.4.6 Does Not Constructivism Apply to Educational Theory as Well?;178
10.1.4.7;7.4.7 Different Levels and Aspects of a Subject;179
10.1.4.8;7.4.8 Positive Reactions;180
10.1.5;7.5 Closing Thoughts on the Metalogue;182
11;Chapter 8;184
11.1;Reflecting on My Learning Through Action Research;184
11.1.1;8.1 Preview;184
11.1.2;8.2 Changing Ideas on Biochemistry Research;184
11.1.3;8.3 In Closing …;185
11.1.3.1;8.3.1 Reflecting on My Educational Autobiography;186
11.1.3.2;8.3.2 Summarizing My Learning Through Action Research;188
11.1.3.2.1;8.3.2.1 Reflecting on the Class;188
11.1.3.2.2;8.3.2.2 Reflecting on My Students’ Responses to Fictionalized Story;190
11.1.3.2.3;8.3.2.3 Reflecting on Quality Criteria;192
11.1.3.2.4;8.3.2.4 Reflecting on the Power of Educational Theory;192
11.1.3.2.5;8.3.2.5 Reflecting on Ideas to Implement in the Future Teaching;193
11.1.3.2.6;8.3.2.6 Reflecting on the Culture Within Higher Education;194
12;References;195
13;Author Index;204
14;Subject Index;207