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    • Rangelands, Volume 34 (2012)
    • Rangelands, Volume 34, Number 3 (2012)
    • View Item
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    Learning and Teaching in College: An Ecological Perspective

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    Author
    Call, Chris
    Issue Date
    2012-06-01
    
    Metadata
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    Citation
    Call, C. (2012). Learning and Teaching in College: An Ecological Perspective. Rangelands, 34(3), 7-15.
    Publisher
    Society for Range Management
    Journal
    Rangelands
    URI
    http://hdl.handle.net/10150/639874
    DOI
    10.2111/1551-501X-34.3.7
    Additional Links
    https://rangelands.org
    Abstract
    Learning about rangeland ecology and management (and related disciplines) in college settings can be enhanced if faculty members have a better understanding both of underlying educational concepts and associated learning processes, and how students develop intellectually during their college experience. To do this, we need a framework that combines knowledge and perspectives from the disciplines of cognitive psychology, adult education, and ecology. Even though not immediately apparent, psychological, educational, and ecological literatures are linked by analogies and a common, transferable language. If this language becomes more accessible across these disciplines, bridges can be built to enhance learning and teaching. I will have to stretch some analogies; i.e., concepts and processes that apply to individual plants and plant communities will be applied to individual students and classroom communities, and strategies for improving rangeland weed management will be compared to strategies for improving student learning. My focus is on undergraduate education, and the need for educators to shift from a teacher-centered approach to a learner-centered approach. 
    Type
    text
    Article
    Language
    en
    ISSN
    0190-0528
    ae974a485f413a2113503eed53cd6c53
    10.2111/1551-501X-34.3.7
    Scopus Count
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    Rangelands, Volume 34, Number 3 (2012)

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