Abstract
This text looks at how university teachers can teach their students learning strategies. It describes how teachers can teach each strategy in their normal classes and encourage students to use the strategies in their own study time. It includes case studies.
Keywords
Mathematics educationTeaching and learning centerPsychologyPedagogyComputer scienceTeaching method
Related Publications
Motivational and self-regulated learning components of classroom academic performance.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight sci...
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching
This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be lik...
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature
Abstract This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics ...
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment
Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This...
Enacting Project-Based Science
Recommendations for reform in science education place a premium on students' understanding of scientific concepts and their ability to identify problems, conduct inquiry, and us...
Publication Info
- Year
- 2012
- Type
- book
- Citations
- 111
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
111
OpenAlex
Cite This
Denise Chalmers,
Richard G. Fuller
(2012).
Teaching for Learning at University.
.
https://doi.org/10.4324/9780203062197
Identifiers
- DOI
- 10.4324/9780203062197