Relevant bibliographies by topics / Teaching methods in science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching methods in science'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Teaching methods in science"

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Williams, Unislawa, Robert Brown, Marilyn Davis, Tinaz Pavri, and Fatemeh Shafiei. "Teaching Data Science in Political Science: Integrating Methods with Substantive Curriculum." PS: Political Science & Politics 54, no. 2 (January 29, 2021): 336–39. http://dx.doi.org/10.1017/s1049096520001687.

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ABSTRACTThe importance of data science in society today is undeniable, and now is the time to prepare data science talent (National Academies of Sciences, Engineering, and Medicine 2018). Data science demands collaboration, but collaboration within political science departments has been weak in teaching data science. Bridging substantive and methods courses can critically aid in teaching data science because it facilitates this collaboration. Our innovation is to integrate data science into both substantive and methods courses through a dedicated data science course and modules on data science topics taught in substantive courses. This approach allows not only for more opportunities for teaching and practice of data science methods but also helps students to understand how social, economic, and political biases and incentives can affect their data.
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Jones, James S. "Participatory teaching methods in computer science." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 155–60. http://dx.doi.org/10.1145/31726.31751.

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..
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Lisichkin, Georgiy Vasilevich. "Is "methods of teaching" a defective science?" Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 15–21. http://dx.doi.org/10.51314/2073-2635-2014-4-15-21.

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The article describes some points of theses on teaching methods. It is stated that teaching is a specific kind of human activity which cannot be a subject to the same assessment criteria that are commonly used for the natural sciences.
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Mahmudov, Yusup Ganievich, and Yunusjon Abdiravupovich Khakkulov. "Methods Of Solving Various Types Of Problems From Algebra To Science." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 1–6. http://dx.doi.org/10.37547/tajssei/volume03issue05-01.

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The active use of interactive methods, including the widespread use of trends in improving the quality of teaching mathematics and physics in educational institutions of many foreign countries, which are recognized for the high quality of teaching, contributes to the development of students skills in solving and choosing problems in physics in the course of mathematics, the formation of their skills of creative thinking and professional orientation on the basis of interdisciplinary connections. Therefore, the article describes a methodology for choosing, constructing and solving various types of interdisciplinary algebra problems.
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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.
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Hamdan, Amani. "RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 1 (July 15, 2020): 24–43. http://dx.doi.org/10.48127/gu-nse/20.17.24.

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This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.
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Sharma, Manju. "ROLE OF INOVATIVE METHODS IN TEACHING SOCIAL SCIENCE." SDES-International Journal of Interdisciplinary Research 1, no. 1 (August 31, 2020): 19. http://dx.doi.org/10.47997/sdes-ijir/1.1.2020.19-23.

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A.M., Tokkarina, and Anipina A.K. "Methods of foreign language teaching as a science." Journal of Oriental Studies 77, no. 2 (2016): 302–6. http://dx.doi.org/10.26577/jos-2016-2-789.

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Newman, William J., Sandra K. Abell, Paula D. Hubbard, James McDonald, Justine Otaala, and Mariana Martini. "Dilemmas of Teaching Inquiry in Elementary Science Methods." Journal of Science Teacher Education 15, no. 4 (November 2004): 257–79. http://dx.doi.org/10.1023/b:jste.0000048330.07586.d6.

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Dissertations / Theses on the topic "Teaching methods in science"

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Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.
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NDURYA, RUDOLPH. "Teaching methods for science subjects in elementary schools : A qualitative study on the methods science teachers describe that they use to teach science subjects in elementary schools and what effect they say these methods have on students’ motivation towards science subjects." Thesis, Jönköping University, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49249.

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The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition
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Nivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.

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McOsker, Megan. "Student Understanding of Error and Variability in Primary Science Communication." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/McOskerM2009.pdf.

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Wolfe, James S. "Let the computer teach itself : an examination of teaching machines among other methods of teaching in computer science." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546138.

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Better methods for teaching computer science are needed. While no clear winner emerges in studies on the effectiveness of teaching media, the use of several media can be mutually reinforcing. Methods available to computer science teachers include lecturing, giving projector demonstrations, conducting hands-on sessions, monitoring independent study, and making a teaching machine available for group or individual use.A main strength of the teaching machine is its furnishing immediate feedback as students answer its quizzes. Teaching machines can assist in the major components of instruction: presenting information, guiding students, providing practice, and assessing student learning. They may take the form of tutorials, drills, simulations, or games. Good tutorials include directions, presentation frames, quizzes, assessment of student responses (with hints following mistakes), and facility to branch to different parts of the machine. A teaching machine's usefulness may be validated by comparing pre-test and post-test scores, by tracking student performance, and by field observation. Machines may be used solo or as a supplement and used with a whole class or as a means for bright students to forge ahead or slow students to catch up.
Department of Computer Science
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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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Cheema, Tabinda Shahid, of Western Sydney Nepean University, and Faculty of Education. "Laboratory based instruction in Pakistan: comparative evaluation of three laboratory instruction methods in biological science at higher secondary school level." THESIS_FE_XXX_Cheema_T.xml, 1994. http://handle.uws.edu.au:8081/1959.7/271.

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This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested
Master of Education (Hons)
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Al-Hor, Abdul Aziz Mohamed. "Co-operative learning and the new primary science curriculum in the State of Qatar." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1515/.

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Lam, Wai-lin. "Teaching methods and approaches to learning in science among Secondary 1 students in Hong Kong." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833492.

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Striclyn, Joyce Ann. "What effect will using inquiry methods of teaching science have on sixth grade students?" Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/striclyn/StriclynJ0811.pdf.

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How should science be taught? Is it enough to be familiar with vocabulary words and to learn concepts others have figured out? Or should the desire to know be the initiator and sustainer of the learning situation? How should science be taught? This project studies the effect of using the 5E method of inquiry - Engage, Explore, Explain, Extend, Evaluate - to teach sixth grade students. Of interest was the effect it would have on students' attitude towards science, their understanding of science content, students' data collection and data organizational skills, students' ability to design and conduct a controlled experiment, and the effect on the teacher. Ninety-seven students were taught two units using the 5E method of inquiry. The results were compared to units that were taught by non-inquiry methods. Student tests, surveys, interviews, and performance tests were considered in the analysis. The conclusions were that students did improve data collection and organizational skills and in their ability to design and conduct a controlled experiment. Content scores were actually lower for the inquiry unit. Interviews and surveys indicated that students were more engaged in the inquiry units. Survey results showed that students liked science less after the year of school but teacher observations and student interviews confirmed more engagement. Survey results showed that the change in attitude was due to it being more complicated. The units using inquiry methods took longer to complete than non-inquiry units. The teacher could not just cover the material. Students needed time to process the information and discuss and explore with activities. Inquiry methods created more work for me, the teacher, because I had to alter the activities to make them inquiry, and compile student data to find patterns in student ideas. The misconceptions were more obvious since students were required to explain and discuss, and it took time to deal with these misconceptions. It was exciting work because there was a strong feeling of engagement in the classroom.
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Books on the topic "Teaching methods in science"

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Sharma, Prem Lata. Modern methods of teaching political science. New Delhi: Sarup & Sons, 2002.

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E, Bass Joel, and Contant Terry L, eds. Methods for teaching science as inquiry. 9th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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Carin, Arthur A. Methods for teaching science as inquiry. 8th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

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Peters, Joseph M. Methods for teaching elementary school science. 5th ed. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2006.

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Bass, Joel E. Methods for teaching science as inquiry. Columbus, Ohio: Pearson Merrill, 2008.

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Ross, Keith. Teaching secondary science. 2nd ed. London: David Fulton, 2004.

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Maree, Dawson Vaille, ed. The art of teaching science. Crows Nest NSW, Australia: Allen & Unwin, 2004.

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Ken, Appleton, and Hanuscin Deborah L, eds. Designing and teaching the elementary science methods course. New York: Routledge, 2010.

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Abell, Sandra K. Designing and teaching the elementary science methods course. New York: Routledge, 2010.

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Sickel, Aaron J., and Stephen B. Witzig, eds. Designing and Teaching the Secondary Science Methods Course. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5.

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Book chapters on the topic "Teaching methods in science"

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Moller, Faron, and Liam O’Reilly. "Teaching Discrete Mathematics to Computer Science Students." In Formal Methods Teaching, 150–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32441-4_10.

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Rivet, Ann E. "Teaching Methods For Earth Science." In Designing and Teaching the Secondary Science Methods Course, 207–21. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_12.

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Hoare, Tony, Alexandra Mendes, and João F. Ferreira. "Logic, Algebra, and Geometry at the Foundation of Computer Science." In Formal Methods Teaching, 3–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32441-4_1.

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Witzig, Stephen B. "Interdisciplinary Secondary Science Methods." In Designing and Teaching the Secondary Science Methods Course, 33–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_3.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Teaching Methods in Computer Science Education." In Guide to Teaching Computer Science, 105–35. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_7.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Teaching Methods in Computer Science Education." In Guide to Teaching Computer Science, 181–220. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_10.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Teaching Methods in Computer Science Education." In Guide to Teaching Computer Science, 91–118. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_7.

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Sickel, Aaron J., and Stephen B. Witzig. "Science Methods Courses across Contexts." In Designing and Teaching the Secondary Science Methods Course, 225–50. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_13.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Design of Methods of Teaching Computer Science Course." In Guide to Teaching Computer Science, 263–68. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_14.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Design of Methods of Teaching Computer Science Courses." In Guide to Teaching Computer Science, 321–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_15.

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Conference papers on the topic "Teaching methods in science"

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Jones, James S. "Participatory teaching methods in computer science." In the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31751.

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Friend, Michelle, Anne Leftwich, J. Ben Schafer, Beth Simon, and Briana B. Morrison. "Teaching the Methods of Teaching CS." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432573.

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Zhao, Hui Min. "Innovation of English teaching methods." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.76.

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Jiangquan Huang and Chunfeng Wang. "Principles of participatory teaching methods on management science." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543702.

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Huang, Jiangquan, and Chunfeng Wang. "Principles of Participatory Teaching Methods on Management Science." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.375.

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Fang, Yueshan. "Methods and Strategies for Interaction between Teaching and Teaching Research." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.34.

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McLoughlin, Eilish, Odilla Finlayson, Paul van Kampen, Deirdre McCabe, and Sarah Brady. "Teaching, learning, and assessing inquiry-based science education." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937715.

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Deng, Bin. "Bilingual Teaching Efficiency of Prosthodontics in Different Teaching Methods." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0014.

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Tie, Li. "Table tennis course teaching methods." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.61.

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Zhao, Hui Min. "Reform and application of teaching methods in Higher Vocational English teaching." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.78.

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Reports on the topic "Teaching methods in science"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Arnott, Gail I. Senior Service School Teaching Methods. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada217282.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2005. http://dx.doi.org/10.31274/ans_air-180814-1059.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/ans_air-180814-674.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-764.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2010. http://dx.doi.org/10.31274/ans_air-180814-83.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-716.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2011. http://dx.doi.org/10.31274/ans_air-180814-782.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, January 2009. http://dx.doi.org/10.31274/ans_air-180814-931.

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Kenealy, M. Douglas. 2007 Review—Animal and Dairy Science Teaching. Ames (Iowa): Iowa State University, January 2008. http://dx.doi.org/10.31274/ans_air-180814-10.

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