Note to users. If you're seeing this message, it means that your browser cannot find this page's style/presentation instructions -- or possibly that you are using a browser that does not support current Web standards. Find out more about why this message is appearing, and what you can do to make your experience of our site the best it can be.

Science 28 November 2008:
Vol. 322. no. 5906, pp. 1329 - 1330
DOI: 10.1126/science.1166032
Prev | Table of Contents | Next

Education Forum

THE PIPELINE:
Scientific Teaching in Practice

Sarah Miller,1 Christine Pfund,2 Christine Maidl Pribbenow,1,3 Jo Handelsman1*

A new generation of university scientists is learning to teach using a scientific teaching approach.

1Wisconsin Program for Scientific Teaching, Department of Bacteriology, University of Wisconsin-Madison, Madison, WI 53706, USA.

2Delta Program for Research, Teaching, and Learning, University of Wisconsin-Madison, Madison, WI 53706, USA.

3Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706, USA.

*Author for correspondence. E-mail: joh{at}bact.wisc.edu

Read the Full Text


THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES:
Botanical literacy: What and how should students learn about plants?.
G. E. Uno (2009)
Am. J. Botany 96, 1753-1759
   Abstract »    Full Text »    PDF »
Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen.
K. D. Tanner (2009)
CBE Life Sci Educ 8, 89-94
   Full Text »    PDF »


To Advertise     Find Products

Science. ISSN 0036-8075 (print), 1095-9203 (online)