Keys to a Successful Student‐Centered Classroom: Three Recommendations

Hoskinson, Anne-Marie; Barger, Nichole N.; Martin, Andrew P.

doi:10.1890/0012-9623-95.3.281

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…The pedagogical potential of undergraduate vocational training is the deployment of a large array of vocational and pedagogical information using a deductive method: from general to specific. Scientists (Hoskinson et al, 2014) offered main recommendations for professional training of ecologists: focus on big ideas and competencies; cultivate prodactive interactions; think about thinking (metacognition).…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Training of Masters in Ecology in Institutions of Higher Education

Барановська

Pohorila

Tymchuk

et al. 2020

RREM

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The article substantiates the expediency of pedagogical preparation of masters in ecology for forming in them the readiness for teaching the disciplines of professional direction. The scientific sources review on the problem ofconcept innovative rethinking of modern ecological education is carried out, students' specific teaching principles and environmentally oriented methods are highlighted. The main result of professional education of ecologists should be the formation of an ecocentric type of consciousness, which will allow them to understand the development of nature and humanity as a process of co-evolution, mutually beneficial unity. The results of researches on the problem of pedagogical preparation of masters with highlighting of its contradictions are generalized. The pedagogical conditions of effective pedagogical preparation of masters-ecologists are substantiated, the content of the special course, developed for deepening the pedagogical component of their professional training, is analyzed. The organization, carrying out and results of the ascertaining and formative stages of the experiment on forming readiness for pedagogical activity of masters in ecology are described. The results obtained testify to the effectiveness of the pedagogical experiment.

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Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Training of Masters in Ecology in Institutions of Higher Education

Барановська

Pohorila

Tymchuk

et al. 2020

RREM

View full text Add to dashboard Cite

show abstract

Teaching ecology at university—Inspiration for change

Nordlund

2016

Global Ecology and Conservation

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Complementary teaching approaches facilitating interdisciplinary soil science education

Brown

White

2022

Can. J. Soil. Sci.

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The complementary nature of different teaching approaches in facilitating student learning are rarely discussed in the literature. This study compared diverse teaching approaches in soil science education to explore how a combination of instructional approaches can support student learning. Student perspectives on lectures, problem-based learning, and experiential learning in three upper-level university soil science courses were assessed through student enrolment data and survey responses. Results emphasize the benefits of integrating theory and practice, and support the integration of concepts from soil physics, chemistry and biology within individual courses. All respondents who took two or more courses, indicated that the distinct teaching approaches, and the integration of soil physics, chemistry and biology within individual courses were beneficial to their learning. Lectures and problem-based learning were seen as pedagogically reciprocal, with theory supporting the application of knowledge for 75% students, while others noted that having the management course first, provided context for learning additional theory. A subset of students (n=9) indicated the relevance of the interdisciplinary nature of the courses for their current employment. Our findings suggest that combining knowledge-based and competency-based approaches may support both student learning and workforce demands, and that diverse teaching approaches can work together to support student learning. The research outcomes call for fellow instructors to diverge from the dichotomy of passive and active learning, and to consider the complementary nature of distinct teaching strategies.

show abstract

Keys to a Successful Student‐Centered Classroom: Three Recommendations

Cited by 3 publications

References 18 publications

Pedagogical Training of Masters in Ecology in Institutions of Higher Education

Pedagogical Training of Masters in Ecology in Institutions of Higher Education

Teaching ecology at university—Inspiration for change

Complementary teaching approaches facilitating interdisciplinary soil science education

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