<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nelson  Nunez  Rodriguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RECONCILING LEARNING AND TEACHING STYLES IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS DISCIPLINES THROUGH COGENERATIVE DIALOGUES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cogenerative dialogues</style></keyword><keyword><style  face="normal" font="default" size="100%">college STEM teaching and learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419412928.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The use of cogenerative dialogues in Science disciplines is a pedagogical approach bringing together the plethora of academic and cultural backgrounds of current community college students. Specifically, this project illustrates the effects of integrating cogens in a community college chemistry class for science majors. Cogenerative dialogues were implemented in a Hostos Community College spring 2011 chemistry class as follows: some students discussed class issues with the professor in an informal setting once a week. An integrative assignment connecting typical foods from different countries was used as a framework to reinforce the learning process and to unravel content misunderstanding. The project outcomes transcended spring 2011 semester. A new book has been adopted in the class as a result of the dialogue. Oral presentations, the use of masteringchemistry.com and a forum to create exam questions have been implemented. Office hours are now used to both develop specific class problems and to dialogue with students about learning styles. Overall, cogenerative dialogues have opened a venue to facilitate the learning of difficult science concepts while building an atmosphere of acceptance, respect, and collegiality between instructor and the students.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">105-114</style></section></record></records></xml>