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Introduction to the Project on Bioethics for Informed Choices - page 13 / 115





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Bioethics Education543

The SQ3R method

Survey:: You first gain a general impression of the book by looking at the contents page, preface and introduction.

Question: Before reading the section, ask yourself why you are reading it - what is the purpose?

Read: Don’t make notes or underline as you read. Do this only after you have understood a passage.

Recall: Go over what you have read by either orally summarising what you read or by taking notes. Recall immediately after reading greatly assists memory. Recalling checks information is going in, being stored, and can be retrieved. Don’t stop to recall after each paragraph – it interrupts your reading flow.

Review: Go over your reading material soon after first learning – it helps to ensure memory traces are deepened into long term memory. Review within 24 hours.


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Costa,  A. L. (1991). Mediating the metacognitive. In A. L. Costa, (Ed.), Developing minds: A resource book for teaching thinking, vol 1. (pp. 211-214). Alexandria: Association for Supervision and Curriculum Development.

Dawson, V. (1996). A constructivist approach to teaching transplantation technology in science. Australian Science Teachers Journal, 42(4), 15-20.

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Fisher, R. (1998). Teaching thinking: Philosophical enquiry in the classroom. London: Cassell.

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