Designing teaching strategy to enhance student learning (II)
This study investigates how the prior knowledge of the students can be used to develop an effective teaching and learning strategy. First - year university science students come from a variety of teaching and learning cultures with a wide range of academic abilities. Moreover many studies have shown...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Conference Paper |
| Published: |
Curtin University of Technology
2002
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/12951 |
| Summary: | This study investigates how the prior knowledge of the students can be used to develop an effective teaching and learning strategy. First - year university science students come from a variety of teaching and learning cultures with a wide range of academic abilities. Moreover many studies have shown that science students hold a variety of alternative conceptions that are hard to change. These combining factors pose a daunting challenge for the instructor to teach such a group of varying abilities and mixed conceptions. A traditional mode of teaching in many cases is not suitable and may result in a high drop out rate. Before embarking on a full teaching program, it is therefore, useful to develop a teaching and learning strategy that is suitable for the whole class. In this paper we will discuss the outcome of two years of study for two different groups of students. |
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