Publication Date
2000
Abstract
Writing in Biology, part of the Junior Writing Program, is inherently a project-based learning course. After a Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) workshop, the course was thoroughly revised. Each of six projects was modified to increase student-active and group participation. Base groups with a balanced experience constitution are established using voluntary ordering and random assignment. A walk-around during the initial meeting serves to establish bonding within the base groups. Random groups are used within exercises to stimulate student interaction and familiarity with ad hoc group cooperation. Digital images of, and by, students are used to encourage student interaction and name recognition. A website with the entire course plan is available at an archival site to complement and help elucidate the course.
Volume
4
Issue
1
First Page
25
Last Page
42
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/MD32-3M56
Recommended Citation
Kunkel, J. G.
(2000)
"Project- and Group-Based Learning of Junior Writing in Biology,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 4:
No.
1, Article 6.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol4/iss1/6
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
