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Direct linkScharmann, Lawrence C.; Butler, Wilbert, Jr. – Journal of College Science Teaching, 2015
Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors' biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on…
Descriptors: Journal Writing, Teaching Methods, College Science, Science Achievement
Peer reviewedScharmann, Lawrence C. – School Science and Mathematics, 1990
Investigated was the influence of an instructional strategy to help freshmen undergraduate students overcome misconceptions regarding the nature of evolutionary theory. Discusses the strategy that included writing statements, small group discussion, teacher presentation, interactive lecture/discussion, and individual reflections. (YP)
Descriptors: Biology, College Science, Controversial Issues (Course Content), Evolution
Peer reviewedScharmann, Lawrence C.; Harris, William M., Jr. – Journal of Research in Science Teaching, 1992
Indicates statistically significant increases for participants in three-week institute involving measures of their acceptance of theory of evolution, measures of their understanding of both applied evolutionary principles and nature of applied science, and measures of their reduced anxieties regarding teaching of evolution. Further, participants…
Descriptors: Evolution, Inservice Teacher Education, Pretests Posttests, Science Education
Peer reviewedScharmann, Lawrence C. – American Biology Teacher, 1993
Describes three episodes illustrating teacher's and preservice teacher's difficulties in teaching evolution. Presents a series of activities for teaching evolution using the conceptual change approach to teaching science. (PR)
Descriptors: Biology, Concept Formation, Evolution, High Schools
Download full textScharmann, Lawrence C.; Harris, William M., Jr. – 1991
As part of an investigation of the influence of a 3-week institute upon secondary biology and earth science teachers regarding their self-confidence with respect to the teaching of evolutionary principles, 19 inservice teachers participated in discussions of content presentations and instructional activities. The following research questions were…
Descriptors: Anxiety, Biology, Earth Science, Evolution
Peer reviewedScharmann, Lawrence C. – Journal of Science Teacher Education, 1994
Reports the results of a summer institute for secondary science teachers involved in teaching evolutionary biology. Discusses changes in teacher conceptual understanding, anxiety, the adoption of peer discussion on evolution within their instruction, and the influence of peer or mentor teachers on the decision to include peer discussion. (LZ)
Descriptors: Biology, Evolution, Inservice Teacher Education, Peer Influence
Scharmann, Lawrence C.; Smith, Mike U.; James, Mark C.; Jensen, Murray – Journal of Science Teacher Education, 2005
The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by noted science philosopher Thomas Kuhn. Preservice secondary science teachers enrolled in a course, "Laboratory Techniques in the Teaching of Science,"…
Descriptors: Scientific Principles, Science Instruction, Evolution, Teaching Methods
