1 / 15

Cased Based Learning Using Trade Books

Cased Based Learning Using Trade Books. Stacey Kiser and Joel Hagen. Warning: Professional driver on a closed course. Do not attempt.

nerice
Télécharger la présentation

Cased Based Learning Using Trade Books

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cased Based Learning Using Trade Books Stacey Kiser and Joel Hagen

  2. Warning: Professional driver on a closed course. Do not attempt. “Despite growing evidence that trade books can impact the science classroom in a wide variety of positive aspects, many researchers argue that science trade books only have a place in inquiry-based classrooms.” Crowson, A. and Hopper, P. "The Use of Trade Books in Science Classrooms." NATIONAL FORUM OF TEACHER EDUCATION JOURNAL. 19. (2009): 1-5. Print.

  3. Our natural, unexamined model for teaching is Telling (I capitalize the word to suggest an archetypal activity). The fundamental act of teaching is to carefully and clearly tell students something they did not previously know. Knowledge is transmitted, we imagine, through this act of telling. Donald Finkel, Teaching With Your Mouth Closed, Boynton/Cook, 2000. See also: Walter Bateman, Open to Question : The Art of Teaching and Learning, Jossey-Bass 1990.

  4. http://www.comedsoc.org/Vaccination_Debit.htm?m=66&s=481

  5. http://www.comedsoc.org/Vaccination_Debit.htm?m=66&s=481

  6. The Case: First half hour of the first day of class

  7. Clover

  8. British Journal of Cancer 106, 1526-1534 (24 April 2012)

  9. Statistics that we know • Cervical cancer is the first most frequent cancer in Peru. Out of 9.51 million women ages 15+, 4446 a year a diagnosed, and 2098 die of the cervical cancer. • The burden of HPV infection in the population: 68.3% of invasive cervical cancers are attributed to HPVs 16 or 18. Prevalence of HPV 16/18 in women with normal cytology is 3.8%. • Source: Human Papillomavirus and Related Cancers, Summary Report Update, September 15, 2010, Peru

  10. Let us compute the probability to develop cervical cancer for a person with HPV 16/18 68.3% women with cervical cancer have HPV 16/18. 3.8% women with no cancer have HPV 16/18. So, out of 1000 women with the cancer, and 1000 women with no cancer Calculate the of getting cancer if one has the virus:

  11. The Case of Henrietta LacksSome Bioethical Issues • Limits and constraints on human experimentation • Informed consent • Truthfulness toward patients and relatives • Access to health care • Social responsibilities of physicians and biomedical researchers • Who profits from biomedical research?

  12. Toulmin’s Scheme for Argumentation in Science Jonathan Osborne, Arguing to Learn in Science: The Role of Collaborative, Critical Discourse, Science 328 (2010): 463 – 466.

  13. Arguing to Learn Bioethics (No Opinions, Please!) Anthony Weston, A Practical Companion to Ethics, Oxford University Press, 2010.

More Related