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dc.contributor.authorRichard, Matteng
dc.contributor.authorHanuscin, Deborah L.eng
dc.contributor.authorChandrasekhar, Meeraeng
dc.contributor.authorCorman, Adrian, 1979-eng
dc.contributor.authorLapilli, Cintia Mariela, 1980-eng
dc.date.issued2010-10eng
dc.descriptionThis conference paper was presented at the annual meeting of the Association for Science Teacher Education in Portland, OR in January 2006.eng
dc.description.abstractThe improvement of undergraduate science courses remains an ongoing concern of university and college faculty. Blueprints for Reform (AAAS, 1998) and Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology (National Science Foundation, 1997) have recommended changes to the curriculum and instruction of undergraduate science courses to reflect the ways in which scientists work within their disciplines. Reforms have de-emphasized traditional modes of teaching (e.g., lecture and verification-type laboratory activities) in favor of active learning through inquiry-based instruction.eng
dc.identifier.urihttp://hdl.handle.net/10355/8824eng
dc.languageEnglisheng
dc.relation.ispartofLearning, Teaching, and Curriculum presentations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculumeng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.source.harvestedDeborah L. Hanuscin web site (web.missouri.edu/~hanuscind/index.html)eng
dc.subject.lcshScience -- Study and teaching (Higher)eng
dc.subject.lcshEducational evaluationeng
dc.subject.lcshInquiry-based learningeng
dc.subject.lcshCollege teaching -- Evaluationeng
dc.titleUsing Assessment to Inform Teaching in a Physical Science Content Course for Preservice Elementary Teacherseng
dc.typeConference papereng


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