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chelseam's picture

Gender and Sexuality in the High School Biology Classroom: Fostering Critical Thinking and Active Engagement

Submitted by chelseam on Wed, 11/02/2011 - 3:45pm

    Gender and Sexuality in the High School Biology Classroom:

Fostering Critical Thinking and Active Engagement

 

Summary: This project was undertaken with the hope of changing the ways we think about teaching and engaging with science. This paper will discuss ways to help students recognize that science is interdisciplinary and can both affect and be affected by the social and/or political context it exists in.  

By asking students to think about the way science is presented and conducted, and giving them the tools to think about science not as an isolated body of information, but as a dynamic and shifting discipline, we will not only be encouraging more engaged science scholarship, but will also help students begin to notice the ways science is used as evidence in different contexts and evaluate these uses.

Objective:

The goals of this project are two-fold. I hope to suggest ways for biology teachers:

cara's picture

Processing Music and Information

Submitted by cara on Thu, 05/12/2011 - 10:37pm

(in collaboration with rubikscube)
 

kelliott's picture

The Psychology of Serendip

Submitted by kelliott on Wed, 05/11/2011 - 11:50pm

 A collaborative project on analyzing and exploring what is learning on Serendip?

Aybala50 & I worked on this project using GoogleDocs which enabled us to edit our project simultaneously, together or apart. This format shows our progression through discovering our own interpretations of learning.

Attached is a pdf of our final project.

 

Erin's picture

Decision Making

Submitted by Erin on Fri, 12/17/2010 - 1:12pm

Normal 0 false false false EN-US ZH-CN AR-SA

Crystal Leonard's picture

Scientific miscommunication: an examination of the divide between the scientific community and the public

Submitted by Crystal Leonard on Tue, 12/14/2010 - 11:41am

Normal
0

false
false
false

EN-US
X-NONE
X-NONE

Brie Stark's picture

Brain and Inquiry: Praxis III

Submitted by Brie Stark on Fri, 09/04/2009 - 5:11pm
Brain and Inquiry: Praxis III Independent Study

Researcher: Brielle Stark, Bryn Mawr College '12

Research Questions:

  • Are open-ended activities engaging to students?
  • Do open-ended activities transfer knowledge to students?
  • Is there a difference between teacher and student perceptions of open-ended activities?

Goals:

alesnick's picture

Empowering Teaching Assistant by Expanding Duties and Responsibilities

Submitted by alesnick on Thu, 08/20/2009 - 1:14pm

Joanne Townsend

A reflection on how teaching assistantship can be improved to benefit the students, the professor and also the T.A.

alesnick's picture

Taking the Time

Submitted by alesnick on Thu, 08/20/2009 - 1:13pm

 

Becky Strattan

This essay focuses on the concept of ignorance and how one can overcome it by being aware of other people's different points of view than one's very own.

alesnick's picture

The Importance of Team Teaching/Collaboration Among Extra-Classroom Teachers

Submitted by alesnick on Thu, 08/20/2009 - 1:07pm

 

Caitlin O’Keefe

 

The following treatise explores the concepts of team teaching and extra-classroom teaching.

alesnick's picture

Finding Value in Uncertainty: What Happens When the Tutor Doesn't Know

Submitted by alesnick on Wed, 07/22/2009 - 10:48am

Lauren Dickey

 The author discusses about her experience in one of the Teaching and Learning Partnerships at Bryn Mawr. A great example to show that a mentor can learn and teach even when he doesn't know the correct answer.

 

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Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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