Jonathan M. Greenberg
jongreen at BLUEMARBLE.NET
Wed Oct 29 15:59:46 EST 1997
Deborah, if you are concerned that you are givng too much help toyour
studnets, how about giving them some inquiry activities? For example, ask
them to relate their histological observations to the adaptations of
different species or ecotypes (xeromorphs, hydromorphs, etc.), or ask them
to hypothesize and come up with experiments that would verify thier ideas
about morphogenesis,etc. I used to have students measure (cells/cm) and
count cells per internode in micrographs of stem apices, so they could
calculate the relative contributions of cell division and elongation at
various stages of stem growth.
>Ken Klemow writes:
>.....> I converted both of my upper-level botany courses
>> (Plant Form & Function and Plant Diversity) to a workshop >format. In
that context, each of the two three-hour sessions >per week is a combination
me lecturing for a while, and students >looking at specimens, performing
experiments, etc for the >remainder of the time.
>I've been trying this type of approach in my small, general botany class
>(18 students) just recently. We've been covering basic plant anatomy
>recently and although I don't have a microscopic video camera for
>teaching, charts and some diagrams on the board work well as I guide
>them through the specimen. The students really like this approach.
>They felt more confident with the material and even enthused, dare I say
>excited about plant anatomy. What excited me was the greater
>interaction between the students and me, as well as among the students
>themselves. What worries me is that is this too much like spoonfeeding
>them the information? Well, the lecture exam on this stuff is Thursday,
>so... I'll find out then.
>Any thoughts or comments from the group?
>Deborah A. Cook
>Assistant Professor of Biological Sciences
>Clark Atlanta University
>Atlanta, GA 30314
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