> Oceanography > Issues > Archive > Volume 21, Number 1

2008, Oceanography 21(1):105–109, http://dx.doi.org/10.5670/oceanog.2008.74

THE OCEANOGRAPHY CLASSROOM | An Awakening (Part I)

Author | First Paragraph | Full Article | Citation







Author

Robert J. Feller | Marine Science Program, Department of Biological Sciences, and Center for Science Education, University of South Carolina, Columbia, SC, USA

Top



First Paragraph

My purpose in this article is to increase awareness about long-standing problems in science education and then, in Part II, to build a case for how marine scientists, and scientists in general, can help improve science teaching and learning at all educational levels. What follows relates a personal journey, started 11 years ago when a former undergraduate who had worked in my research lab convinced me that there was a better way to teach the laboratory portion of our introductory marine science course than by simply lecturing. I was initially quite reluctant to delve into the world of science education, because I didn't think that pedagogy was anywhere near as important as the straight delivery of solid content knowledge (= lecture). After all, that's how I learned science, and if it worked for me, then it should work for other students!

Top



Full Article

Download 480 KB pdf

Top



Citation

Feller, R.J. 2008. The oceanography classroom: An awakening (Part I). Oceanography 21(1):105–109, http://dx.doi.org/10.5670/oceanog.2008.74.

Top