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Book Cover
Author Gilmer, Penny J.

Title Transforming university biochemistry teaching using collaborative learning and technology : ready, set, action research! / Penny J. Gilmer
Published Dordrecht ; New York : Springer, [2010]
Online access available from:
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Description 1 online resource (xv, 208 pages) : illustrations
Contents Introducing the study. Why study a university-level classroom? ; What are my objectives? ; How did I structure this book? ; Organization of chapters ; Sources of questionnaires -- Researching science teaching and learning. Preview ; Introduction ; What's already known? ; Introduction to case study of a biochemistry classroom -- Developing a research practice. Preview ; Choosing theory as a lens to inform research practice ; Examining criteria for a qualitative study ; Handling and managing data ; Summarizing the chosen methodologies -- Writing a story about teaching university science. Preview ; Analyzing a classroom by writing a story about it ; Fictionalized story from biochemistry classroom ; Writing the story ; Receiving feedback on story from my students ; Summarizing the chapter -- Students collaborating in the classroom. Preview ; Utilizing collaborative learning ; Deciding on approaches to teach my students ; Critiquing the learning environment ; Collaborating more effectively ; Summing up collaboration -- Students using technology in the classroom. Preview ; Learning to use technology in teaching ; Examining coherence and contradictions using technology -- Addressing the problematic issues of bringing reform in science teaching to higher education : metaloguing with a biochemistry colleague. Preview ; What is a metalogue? ; Initial metalogue with Professor Robley J. Light (1999-2002) ; Closing thoughts on the metalogue -- Reflecting on my learning through action research. Preview ; Changing ideas on biochemistry research ; In closing
Summary One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data. The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself
Bibliography Includes bibliographical references and indexes
Notes Print version record
Subject Biochemistry -- Study and teaching (Higher)
Form Electronic book
LC no. 2010920468
ISBN 1402049811