Using Small-Group Discussions in Science Lectures: A Study of Two Professors

College Teaching

Volumn 47, Issue 1, 1999, Pages 23-27

  Windschitl, Mark ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0013272366     PISSN: 87567555     EISSN: 19308299     Source Type: Journal    
DOI: 10.1080/87567559909596075     Document Type: Article

References (10)

1. Bligh, D., 1972. What's the use of lectures?, Harmondsworth, England: Penguin.
2. Bloom, B. S., 1953. Thought processes in lecture and discussion. Journal of General Education, 7: 160–9.
3. Craik, F. I., and Lockhart, R., 1972. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 9: 671–6.
4. Eble, K., 1983. The aims of college teaching, San Francisco: Jossey-Bass.
5. Fogarty, R., and McTighe, J., 1993. Educating teachers for higher order thinking: The three-story intellect. Theory into Practice, 32 (3): 161–7.
6. Johnson, D. W., Johnson, R. T., and Smith, K. A., 1991. Active learning: Cooperation in the college classroom, Edina, Minn.: Interaction Book Company.
7. McKeachie, W., 1967. “ Research in teaching: The gap between theory and practice ”. In Improving college teaching, Edited by: Lee, C., 211–39. Washington, D.C.: American Council of Education.
8. Penner, J. G., 1984. Why many college teachers cannot lecture: How to avoid communication breakdown in the classroom, Springfield, Ill.: C. C. Thomas.
9. Shakarian, D. C., 1995. Beyond lecture: Active learning strategies that work. Journal of Physical Education, Recreation and Dance, 66 (5): 21–4.
10. Stuart, J., and Rutherford, R. J., 1978. Medical student concentration during lectures. Lancet, 2: 514–6.