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Writing-Based Teaching
Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. As teachers of literature, composition, poetry, mathematics, anthropology, and education, they offer philosophical and theoretical reflections, practical guidance, and personal stories about how to help students become better, more-fluent writers, close readers, and reflective thinkers. This book will be of interest to writing center directors, for what it says about how to do collaborative learning and revision and seeing writing as a way to build community, and to writing teachers for how it demystifies freewriting, focused freewriting, and dialectical notebooks.
Writing Across the Chemistry Curriculum
This book discusses issues surrounding a teacher implemented a writing-across-the-curriculum program—designed to improve students' rhetorical and writing skills—in physical science, particularly chemistry. It contains practical material such as suggested assignments and strategies that can be put into practice immediately to use writing effectively. A comprehensive reference tool, the advice offered in this book applies to courses throughout the entire chemistry curriculum, including graduate education. Other coverage discusses designing, grading, and responding to writing assignments. For instructors who are considering, or already offering such programs, this book is a rich resource of clear, step-by-step suggestions.
Teaching and Learning Science
"Teaching and Learning Science consists of 66 chapters written by more than 90 leading educators and scientists. The contributions are informed by cutting-edge theory and research and address numerous issues that are central to K-12 education." " The book is arranged according to themes that are central to science education: language and scientific literacy, home and school relationships, equity, new roles for teachers and students, connecting science to other areas of the curriculum, resources for teachers and learners, and science in the news. The authors address controversial topics such as evolution, and present alternative ways to think about teaching, learning, the outcomes of science education, and issues associated with high stakes testing. In addition, relationships between science and literacy are explored in terms of art and science, making sense of visuals in textbooks, reading, writing, children's literature, and uses of comics to represent science."--Publisher's website.
The Ethical Chemist
This book is an introduction to professional ethics in chemistry. After a brief overview of ethical theory, it provides a detailed discussion of professional ethic for chemists based on the view that the specific codes of conduct derive from a moral ideal. The moral ideal presented here has three parts. The first refers to the practice of science, the second to relationships within the scientific community and the third to the relationship between science and society, particularly the uses of science. The question of why a scientist should obey the professional code is discussed in terms of the virtue of reverence, after which the ethical issues unique to chemistry are identified. A method for approaching ethical problems is presented. Finally, there is a large collection of specific ethical problems, or cases, each followed by a commentary where the issues raised by that case are discussed.
