Successful Science and Engineering Teaching

This second edition goesbeyond the question of whether or not a pedagogicaltechnique is effective, towards more of a focus on answeringthe question ofwhya particular technique or class of techniques is effective. Inparticular it is shown that students' epistemological beliefscould become moreexpert-like with a combination of appropriate instructional activities.Thedebate in the science educationcommunitybetween those who believe that students come in to the classroom witha theory about the subject which is different from that described bytheteacher and their textbooks and those who feel that students' knowledgeconsists of isolated structuresis elaborated especially in thelight ofthe work by M.J. Lattery.Discussionof thestages in epistemic development in students beginningwith the Perry model andcontinuing through later developments is now included.In this edition there isa discussionof how an instructor can enable the student toresolvecognitive dissonance in the difficulties studentshave in transcending their misconceptions.The secondedition includes researchcomparing Peer Instruction with the ConceptualConflict Collaborative GroupActivity that had been described inthe firstedition. Much betterinstructionsare available for students on how to use Reflective Writing including a rubricthat simplifies the marking of Reflective Writing.