College Classroom (college + classroom)

Distribution by Scientific Domains


Selected Abstracts


Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2003
Kathleen A. Harper
In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance. Relationships among different types of questions and performance on these tests were explored. Deeper-level questions that focus on concepts, coherence of knowledge, and limitations were related to the variance in student conceptual achievement. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 776,791, 2003 [source]


Adult Learners in the Classroom

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 102 2003
Jovita M. Ross-Gordon
Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom. [source]


Overcoming impostorship, cultural suicide, and lost innocence: Implications for teaching critical thinking in the community college

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005
Stephen D. BrookfieldArticle first published online: 14 JUN 200
Teaching critical thinking in community college classrooms involves helping students overcome emotional barriers and question and critique commonly held assumptions. [source]


Teaching, learning, and millennial students

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 106 2004
Maureen E. Wilson
Literature on teaching and learning in college classrooms is reviewed and findings are discussed through a generational lens. From assumptions about generations of students, recommendations for enhancing student learning-especially for Millennial students-are provided. [source]