Biology module: Journal club in science teaching
Lecturers and Teaching Assistants
Dr. Rachel Cohen
Course Schedule and Location
Thursday, 10:45 - 12:15, Musher, Meeting Rm
Field of Study, Course Type and Credit Points
Science Teaching (non thesis MSc Track): Lecture; Obligatory; 2.00 points
לתלמידי שני השנתונים
השיעורים יתקיימו בחדר הסמינרים בבניין סן- מרטין.
Attendance and participation
Scheduled date 1
Estimated Weekly Independent Workload (in hours)
In any academic field, communication is largely established by peer-reviewed journals. Thus, acquiring skills of searching reading and presenting papers is an important part of the initiation into any academic field. The aim of the course is to develop these skills in the context of science education. During the course we would learn how to look for papers in science education using the appropriate databases. We would get acquainted with the important journals in the field and with different types of papers. We would practice critical reading of primary papers and have opportunities to present key papers and get feedback on both analytical and presentation issues. Finally, we would consider the primary paper and its unique structure as a model of writing conventions in the field.
Upon successful completion of the course students will be able to:
- Use databases relevant to their field.
- Demonstrate critical thinking skills while reading research articles.
- Distinguish between different types of articles: Review, Meta-Analysis, Primary.
- Develop the skill of scientific writing.
- Bazerman, C. (1984). Modern Evolution of the Experimental Report in Physics: Spectroscopic Articles in Physical Review, 1893-1980. Social Studies of Science, Vol. 14, No. 2 (May, 1984), pp. 163-196
- Hoffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738.
- Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107.
- Kirschner, P. A., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75?86.
- Kuhn, D. (2007). Is direct instruction the answer to the right question - Educational Psychologist, 42, 109?113.
- Mayer, R., & Moreno, R. (2002). Animations as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99.
- Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 91?97.
- Yarden, H., & Yarden, A. (2010). Learning using dynamic and static visualizations: Students' comprehension, prior knowledge and conceptual status of a biotechnological method. Research in Science Education, 40(3), 375-402.