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Download full textLogan, Patricia A.; Angel, Lyndall – Journal of Learning Design, 2014
Despite several attempts to define what foundational science is required by and for the nursing profession, uncertainty has long existed in this area. Several attempts have been undertaken to elicit the appropriate level and depth of foundational science with the only clear result being that science has been recognised as key to good practice. The…
Descriptors: Foreign Countries, Undergraduate Students, Nursing Education, Science Curriculum
Firn, Jennifer – Journal of University Teaching and Learning Practice, 2015
Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to…
Descriptors: Foreign Countries, College Faculty, College Graduates, Undergraduate Students
Peer reviewedDowd, Anne; Dekkers, John – Journal of Biological Education, 1980
The Australian Web of Life biology course is evaluated as to its philosophy and mode of instruction. The study reveals that the use of inquiry-oriented practices is relatively low and that teachers consider the objectives of the course more important than do their classes. (Author/DS)
Descriptors: Biological Sciences, Curriculum Evaluation, Educational Philosophy, Inquiry
