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E-raamat: Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential

Edited by (University of Leeds)
  • Formaat: PDF+DRM
  • Ilmumisaeg: 28-Sep-2011
  • Kirjastus: John Wiley & Sons Inc
  • Keel: eng
  • ISBN-13: 9781119976653
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Effective Learning in the Life Sciences: How Students Can Achieve Their Full PotentialSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 28-Sep-2011
  • Kirjastus: John Wiley & Sons Inc
  • Keel: eng
  • ISBN-13: 9781119976653
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Effective Learning in the Life Sciences is intended to help ensure that each student achieves his or her true potential by learning how to solve problems creatively in laboratory, field or other workplace setting. Each chapter describes state of the art approaches to learning and teaching and will include case studies, worked examples and a section that lists additional online and other resources. All of the chapters are written from the perspective both of students and academics and emphasize and embrace effective scientific method throughout. This title also draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings.

With a strong emphasis on students thinking for themselves and actively learning about their chosen subject Effective Learning in the Life Sciences provides an invaluable guide to making the university experience as effective as possible.

Arvustused

"I highly recommend the essential and student potential developing book Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential, edited by David J. Adams, Ph.D., to any students, educators, bioscience practitioners, business leaders, or policy makers seeking a useful and accessible guide to learning, instructing, and understanding the wide array of concepts and issues within the fields of biology, bioscience, and the life sciences. This book is a must read for anyone involved with the biosciences in education, policy making, or a business environment." (Blog Business World, 9 December 2011)  

List of contributors
xiii
Introduction xix
1 Creativity
1(24)
David J. Adams
Kevin Byron
1.1 Introduction
1(1)
1.2 Adaptors and creators
1(1)
1.3 Defining problems
2(2)
1.4 Accessing your creative potential
4(3)
1.5 Creativity techniques
7(9)
1.6 Incubation
16(2)
1.7 Working in groups - creative environments
18(1)
1.8 Working in groups - facilitated creativity sessions
19(3)
1.9 How many uses for an old CD?
22(1)
1.10 Evaluating your ideas
22(1)
1.11 Putting your ideas into action
23(1)
1.12 How you can achieve your creative potential
23(1)
1.13 References
24(1)
1.14 Additional resources
24(1)
2 Problem solving - developing critical, evaluative and analytical thinking skills
25(16)
Tina L. Overton
2.1 What is problem solving?
25(1)
2.2 Problem-solving strategies
26(5)
2.3 Critical thinking
31(1)
2.4 Critical reading
32(2)
2.5 Using judgement
34(1)
2.6 Constructing an argument
35(1)
2.7 Visualisation - making representations
36(1)
2.8 Other strategies
37(1)
2.9 Pulling it together
38(1)
2.10 How you can achieve your potential as a problem solver
39(1)
2.11 References
39(1)
2.12 Additional resources
40(1)
3 In the laboratory
41(24)
Pauline E. Millican
David J. Adams
3.1 Introduction
41(1)
3.2 The Scientific Method
42(2)
3.3 Preparing for a laboratory class
44(1)
3.4 Laboratory notebooks
45(1)
3.5 Laboratory equipment
46(4)
3.6 Calculations in the laboratory
50(8)
3.7 Working in a group
58(1)
3.8 Working on your own
58(1)
3.9 Writing-up experiments - the laboratory report
59(3)
3.10 Concluding comments
62(1)
3.11 How you can achieve your potential in the laboratory
62(1)
3.12 Acknowledgements
62(1)
3.13 References
62(1)
3.14 Additional resources
63(1)
3.15 Problems associated with Koch's postulates
64(1)
4 Fieldwork
65(26)
Julie Peacock
Julian R. Park
Alice L. Mauchline
4.1 Introduction
65(1)
4.2 Fieldwork - exciting or overwhelming?
66(1)
4.3 Planning and time management
67(3)
4.4 Group work and social aspects of fieldwork
70(1)
4.5 Collecting the right data
71(2)
4.6 Technology in the field
73(2)
4.7 Costs, sustainability and ethics
75(1)
4.8 Safety and permissions
76(5)
4.9 Accessibility
81(2)
4.10 Making the most of different types of fieldwork
83(2)
4.11 Overcoming the problems that WILL occur
85(2)
4.12 Feedback and assessment
87(1)
4.13 Concluding comments
88(1)
4.14 How you can achieve your potential during fieldwork
88(1)
4.15 References
88(1)
4.16 Additional resources
89(1)
4.17 Potential solutions for kick-sampling case study
90(1)
5 In vivo work
91(20)
David I. Lewis
5.1 Introduction
91(1)
5.2 Animal welfare legislation
92(2)
5.3 The principles of the 3Rs
94(2)
5.4 Alternatives to the use of animals in the development of new medicines
96(2)
5.5 Animal models of disease
98(1)
5.6 Experimental design
99(1)
5.7 Recognition of pain, suffering or ill health in animals used for research
100(1)
5.8 Ethical review of in vivo studies
101(4)
5.9 Harm/benefit analysis
105(1)
5.10 The arguments for and against animal experimentation
105(3)
5.11 How you can achieve your potential in in vivo work
108(1)
5.12 References
108(1)
5.13 Additional resources
109(2)
6 Research projects
111(22)
Martin Luck
6.1 Introduction
113(1)
6.2 Research project - role and purpose
113(1)
6.3 Applying the Scientific Method
114(2)
6.4 Types of project and ideas for research
116(2)
6.5 Characteristics of good research projects
118(7)
6.6 Working in groups
125(1)
6.7 Writing up
126(2)
6.8 The possibility of publication
128(1)
6.9 How you can achieve your potential during final-year project studies
128(1)
6.10 Tutor notes
129(2)
6.11 Acknowledgements
131(1)
6.12 References
131(1)
6.13 Additional resources
131(2)
7 Maths and stats for biologists
133(18)
Dawn Hawkins
7.1 Introduction
133(1)
7.2 Motivation - this chapter is important!
134(5)
7.3 Confidence - you can do it!
139(3)
7.4 Skills - do it!
142(6)
7.5 How you can achieve your potential in biomaths
148(1)
7.6 Acknowledgements
148(1)
7.7 References
148(1)
7.8 Additional resources
149(2)
8 E-learning for biologists
151(24)
Jo L. Badge
Jon J. A. Scott
Terry J. McAndrew
8.1 Introduction
151(1)
8.2 Online working environment
151(3)
8.3 Resources
154(5)
8.4 Legal considerations
159(1)
8.5 Protecting your work
160(1)
8.6 Organisation
161(1)
8.7 Developing as a professional
162(1)
8.8 Information online
163(5)
8.9 Working effectively
168(3)
8.10 How you can achieve your potential using computers and online resources
171(1)
8.11 References
172(1)
8.12 Additional resources
172(3)
9 Bioethics
175(20)
Chris J. R. Willmott
9.1 Introduction
175(1)
9.2 The rise of ethics in the bioscience curriculum
175(2)
9.3 What exactly is bioethics?
177(4)
9.4 Putting the case for ethics education
181(4)
9.5 Developing insight into ethical issues
185(1)
9.6 Taking it further
186(4)
9.7 Conclusion
190(1)
9.8 How you can achieve your potential in bioethics
190(1)
9.9 Tutor notes
190(2)
9.10 References
192(1)
9.11 Additional resources
193(2)
10 Assessment, feedback and review
195(18)
Stephen J. Maw
Paul Orsmond
10.1 Introduction and some definitions
195(2)
10.2 Types of assessment
197(1)
10.3 Marking criteria
198(1)
10.4 Learning outcomes
198(1)
10.5 Feedback
199(4)
10.6 Peer support - learning from and with your classmates
203(2)
10.7 Peer assessment
205(2)
10.8 Self-review and assessment
207(1)
10.9 Bringing it all together
208(1)
10.10 How you can use assessment, feedback and review to help you achieve your potential
209(1)
10.11 References
210(1)
10.12 Additional resources
210(3)
11 Communication in the biosciences
213(22)
Joanna Verran
Maureen M. Dawson
11.1 Introduction
213(1)
11.2 Communication skills in the undergraduate curriculum
214(1)
11.3 Opportunities to develop communication skills
214(2)
11.4 Written communication
216(3)
11.5 Visual communication
219(7)
11.6 Oral communication
226(2)
11.7 Public engagement
228(5)
11.8 How you can achieve your potential as a communicator
233(1)
11.9 References
233(1)
11.10 Additional resources
233(2)
12 Bioenterprise
235(22)
Lee J. Beniston
David J. Adams
Carol Wakeford
12.1 Introduction
235(3)
12.2 Phase 1 Identifying and protecting an idea
238(2)
12.3 Phase 2 Researching the market potential for your idea
240(3)
12.4 Phase 3 Setting out your ideas and goals - the business plan
243(9)
12.5 Communicating your business - the `Pitch'
252(1)
12.6 Concluding comments
253(1)
12.7 How you can achieve your enterprising and entrepreneurial potential
253(1)
12.8 Tutor notes
254(1)
12.9 References
254(1)
12.10 Additional resources
255(2)
Appendix 257(4)
Index 261
David Adams is Ian Mactaggart Professor of Property and Urban Studies, University of Glasgow.
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