Taji, Acram

• About the Editors Contributors Foreword (Stephen Dinham) Introduction. Learner-Centered Approaches in the Sciences (Catherine McLoughlin and Acram Taji) Chapter 1. Student-Centered Ecology: Authentic Contexts and Sustainable Science (Susan Barker) Introduction Challenges in Teaching Ecology Experiential and Constructivist Approaches Learner-Centered Teaching Materials: Promoting Sustainability Fieldwork Teaching: Are Learner-Centered Approaches Possible? Learning Indicators Conclusion Chapter 2. The Use of ICT in Molecular Science Student-Centered Learning: A Developmental Approach (Philip L. R. Bonner) Introduction ICT and Student Learning CAL: A Learner-Centered Approach to Numeracy Problems Evolving Evaluation A Learner-Centered Approach to Laboratory Simulation Conclusion Chapter 3. The Undergraduate Life Sciences Laboratory: Student Expectations, Approaches to Learning, and Implications for Teaching (Janet Gorst and Susan Lee) Introduction A Review of the Literature A Laboratory Study Conclusion Chapter 4. Developing the Metacognitive and Problem-Solving Skills of Science Students in Higher Education (Rowan W. Hollingworth and Catherine McLoughlin) Introduction Linking Problem-Solving and Metacognitive Skills Teaching Problem Solving The Need for Ill-Defined Problem Types Design of Technology-Supported Metacognitive Training METAHEAD: An Online Tutorial to Support Metacognitive Conclusion Chapter 5. The Use of Distributed Problem-Based Learning and Threaded Discourse (Lisa Lobry de

Taji, Acram

• About the Editors Contributors Foreword (Stephen Dinham) Introduction. Learner-Centered Approaches in the Sciences (Catherine McLoughlin and Acram Taji) Chapter 1. Student-Centered Ecology: Authentic Contexts and Sustainable Science (Susan Barker) Introduction Challenges in Teaching Ecology Experiential and Constructivist Approaches Learner-Centered Teaching Materials: Promoting Sustainability Fieldwork Teaching: Are Learner-Centered Approaches Possible? Learning Indicators Conclusion Chapter 2. The Use of ICT in Molecular Science Student-Centered Learning: A Developmental Approach (Philip L. R. Bonner) Introduction ICT and Student Learning CAL: A Learner-Centered Approach to Numeracy Problems Evolving Evaluation A Learner-Centered Approach to Laboratory Simulation Conclusion Chapter 3. The Undergraduate Life Sciences Laboratory: Student Expectations, Approaches to Learning, and Implications for Teaching (Janet Gorst and Susan Lee) Introduction A Review of the Literature A Laboratory Study Conclusion Chapter 4. Developing the Metacognitive and Problem-Solving Skills of Science Students in Higher Education (Rowan W. Hollingworth and Catherine McLoughlin) Introduction Linking Problem-Solving and Metacognitive Skills Teaching Problem Solving The Need for Ill-Defined Problem Types Design of Technology-Supported Metacognitive Training METAHEAD: An Online Tutorial to Support Metacognitive Conclusion Chapter 5. The Use of Distributed Problem-Based Learning and Threaded Discourse (Lisa Lobry de

Taji, Acram

• About the Editors Contributors Foreword (Stephen Dinham) Introduction. Learner-Centered Approaches in the Sciences (Catherine McLoughlin and Acram Taji) Chapter 1. Student-Centered Ecology: Authentic Contexts and Sustainable Science (Susan Barker) Introduction Challenges in Teaching Ecology Experiential and Constructivist Approaches Learner-Centered Teaching Materials: Promoting Sustainability Fieldwork Teaching: Are Learner-Centered Approaches Possible? Learning Indicators Conclusion Chapter 2. The Use of ICT in Molecular Science Student-Centered Learning: A Developmental Approach (Philip L. R. Bonner) Introduction ICT and Student Learning CAL: A Learner-Centered Approach to Numeracy Problems Evolving Evaluation A Learner-Centered Approach to Laboratory Simulation Conclusion Chapter 3. The Undergraduate Life Sciences Laboratory: Student Expectations, Approaches to Learning, and Implications for Teaching (Janet Gorst and Susan Lee) Introduction A Review of the Literature A Laboratory Study Conclusion Chapter 4. Developing the Metacognitive and Problem-Solving Skills of Science Students in Higher Education (Rowan W. Hollingworth and Catherine McLoughlin) Introduction Linking Problem-Solving and Metacognitive Skills Teaching Problem Solving The Need for Ill-Defined Problem Types Design of Technology-Supported Metacognitive Training METAHEAD: An Online Tutorial to Support Metacognitive Conclusion Chapter 5. The Use of Distributed Problem-Based Learning and Threaded Discourse (Lisa Lobry de