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Research and Teaching: Building First-Year Science Writing Skills with an Embedded Writing Instruction Program Peer reviewed

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Peer reviewed Dansereau, David; Carmichael, L. E.; Hotson, Brian – Journal of College Science Teaching, 2020 An important foundational skill developed in an undergraduate science program is the ability to find, critically evaluate, and communicate scientific information. Effective science communication depends on good writing; therefore, we leveraged student support services offered by the Writing Centre and Academic Communications, in conjunction with… Descriptors: College Freshmen, Writing Skills, Content Area Writing, Biology

Research and Teaching: Clickers Are Not Enough--Results of a Decade-Long Study Investigating Instructional Strategies in Chemistry Peer reviewed

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Peer reviewed Weiss, David J.; McGuire, Patrick; Clouse, Wendi; Sandoval, Raphael – Journal of College Science Teaching, 2020 Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clickers to improve student learning performance. To fill a gap in the research, we analyzed three different teaching strategies (two involving clickers) in a General Chemistry I course over a 13-year time… Descriptors: Teaching Methods, Chemistry, Science Instruction, Audience Response Systems

Research and Teaching: Teamwork Makes the Dream Work--Using Team-Based Learning in the Science Classroom Peer reviewed

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Peer reviewed Moore, Virginia J.; Prewitt, Elizabeth Mitchell; Carpenter-McCullough, Amber Jean; Whitworth, Brooke A. – Journal of College Science Teaching, 2020 With an overwhelming amount of research and a demand for collaborative learning in the classroom, teachers are tackling challenges at all educational levels that often accompany the social aspects of group work. Team-Based Learning (TBL) is an instructional sequence that shifts instruction from teacher lecture to small-group learning. Through the… Descriptors: Cooperative Learning, Science Instruction, Student Attitudes, Undergraduate Students

Student-Constructed Weather Instruments Facilitate Scientific Inquiry Peer reviewed

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Peer reviewed Shellito, Cindy – Journal of College Science Teaching, 2020 Students in introductory college science courses often have a simplified understanding of the scientific method. To introduce students to the complexity of the scientific process and the value of empirical observations, I implemented a semester-long assignment that required introductory-level college science students to build and calibrate weather… Descriptors: Weather, College Science, Measurement Equipment, Science Equipment

A Team-Taught Interdisciplinary First-Year Seminar with a Focus on Blood Peer reviewed

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Peer reviewed Wolfson, Adele J.; Armstrong, Justin – Journal of College Science Teaching, 2020 First-Year Seminars (FYS) offer a unique mode of introducing college students to new topics, research practices, and approaches to learning that they may not have been exposed to in high school. In this article, we outline the successes and challenges of team teaching a combined cultural anthropology and biochemistry course on the topic of blood,… Descriptors: Team Teaching, Interdisciplinary Approach, First Year Seminars, Anthropology

A Learning Tool for Chemistry and Health Professions Students: Mnemonics for Writing Net Ionic Equations Peer reviewed

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Peer reviewed Mahaffey, Angela L. – Journal of College Science Teaching, 2020 This article provides two additional mnemonics that can serve to help undergraduate students recall how to apply the rules of writing net ionic equations. These mnemonics were incorporated into dozens of lecture and laboratory class content, which includes hundreds of undergraduate (health professions and physical science major) students. As a… Descriptors: Chemistry, Science Instruction, College Science, Undergraduate Students

Research and Teaching: An Introvert's Perspective--Analyzing the Impact of Active Learning on Multiple Levels of Class Social Personalities in an Upper Level Biology Course Peer reviewed

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Peer reviewed Beckerson, William C.; Anderson, Jennifer O.; Perpich, John D.; Yoder-Himes, Debbie – Journal of College Science Teaching, 2020 With calls to reassess higher education teaching methods, active learning practices have quickly become a popular alternative to traditional lectures, especially in STEM courses that traditionally rely heavily on large-lecture formats. In this regard, active learning environments stand to better prepare students for life after college; however,… Descriptors: Active Learning, Personality Traits, Student Characteristics, Extraversion Introversion

Evaluating Information: The Impact of Major, Class Standing, and Experience with Primary Literature Peer reviewed

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Peer reviewed Stover, Shawn; Mabry, Michelle – Journal of College Science Teaching, 2020 Social media platforms and other internet sites may propagate inaccurate or misleading information. This misinformation encourages speculation, rumors, and mistrust in established science. In the current study, we attempted to determine whether biology and environmental science students at a small college are able to transfer their critical… Descriptors: Undergraduate Students, Majors (Students), Class Rank, Evaluative Thinking

Student Perceptions of Open Educational Resources Video-Based Active Learning in University-Level Biology Classes: A Multi-Class Evaluation Peer reviewed

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Peer reviewed Grossman, Gary D.; Simon, Troy N. – Journal of College Science Teaching, 2020 We quantified student perceptions of an active learning exercise, based on open-educational video resources, in both a first-year seminar class (Natural Environment of Athens and Georgia, three sections), and a larger lecture class (Natural History of Georgia [FANR 1200, two sections), designed for nonscience majors. Evaluation of STEM pedagogical… Descriptors: Student Attitudes, Open Educational Resources, Video Technology, Active Learning

Qualitative Analysis of Ray Optics in a College Physics Laboratory: A 5E Lesson Peer reviewed

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Peer reviewed Sengul, Ozden – Journal of College Science Teaching, 2020 This paper describes an alternative approach to teaching and learning practices in an undergraduate physics laboratory. The instructor plans and implements the 5E instructional model into the laboratory instruction. The article includes an example of the 5E lesson for the laboratory component of a physics course, which has separate lecture and… Descriptors: Science Instruction, College Science, Physics, Science Laboratories

Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons Peer reviewed

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Peer reviewed Shekhar, Prateek; Borrego, Maura; DeMonbrun, Matt; Finelli, Cynthia; Crockett, Caroline; Nguyen, Kevin – Journal of College Science Teaching, 2020 Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education,… Descriptors: Negative Attitudes, Student Reaction, Active Learning, STEM Education

Backward Redesign of a Nonmajors' Biology Course at a Two-Year Technical College Peer reviewed

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Peer reviewed Long, Margaret; Cottrell-Yongye, Adrienne; Huynh, Tyler – Journal of College Science Teaching, 2020 Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating STEM and nonSTEM majors in the scientific process and scientific literacy. To increase the success of students enrolled in… Descriptors: Two Year Colleges, Vocational Schools, Nonmajors, Biology

Measuring Computational Thinking Teaching Efficacy Beliefs of Preservice Elementary Teachers Peer reviewed

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Peer reviewed Kaya, Erdogan; Newley, Anna; Yesilyurt, Ezgi; Deniz, Hasan – Journal of College Science Teaching, 2020 With the release of the Next Generation Science Standards (NGSS), assessing K-12 science teachers' self-efficacy in Computational Thinking (CT) is an important research gap to study. Bandura defines self-efficacy as awareness of the individual's potential and capabilities to accomplish a goal. Teaching efficacy beliefs is a significant identifier… Descriptors: Thinking Skills, Computation, Self Efficacy, Preservice Teachers

Show Your Students How to Be More Persuasive When They Write Peer reviewed

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Peer reviewed Slade, David J.; Hess, Susan K. – Journal of College Science Teaching, 2020 After a grueling grading campaign, a chemist asked a writing and rhetoric specialist for help improving formal reports in the introductory organic chemistry lab. Together, we realized that the very best student reports employ many persuasive moves in the combined results and discussion subsection, whereas weaker papers omit the persuasive… Descriptors: Persuasive Discourse, Writing Instruction, College Science, Rhetoric