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Smith-Peavler, Emily; Gardner, Grant E.; Otter, Ryan – Journal of College Science Teaching, 2019
Visual representations of physical and natural phenomena are important components of the teaching and learning of biology. In current undergraduate biology classrooms, visual representations are most often provided to students on PowerPoint slides. This study focuses on the use of, and perceptions about, PowerPoint in undergraduate introductory…
Descriptors: Visual Aids, Computer Software, Teaching Methods, Undergraduate Students
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Brigati, Jennifer; England, Benjamin J.; Schussler, Elisabeth – Journal of College Science Teaching, 2019
In response to STEM education reform efforts, many instructors have incorporated active learning into their courses. However, the relationship between instructor justification to students about the use of active learning and student perception of why instructors use active learning is largely unknown. To investigate instructor active learning…
Descriptors: Active Learning, Student Attitudes, Science Instruction, College Science
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Lee, Tammy D.; Glass, Bonnie – Journal of College Science Teaching, 2019
National science education documents emphasize new learning outcomes of elementary students; therefore, the preparation of elementary teachers should be revised to meet these challenges. This article describes how science educators at a large southeastern university developed specialized science training for elementary preservice teachers (EPSTs)…
Descriptors: Elementary School Teachers, Science Teachers, Pedagogical Content Knowledge, Methods Courses
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Price, Rebecca M.; Perez, Kathryn E. – Journal of College Science Teaching, 2018
Improving students' understanding of how science works requires explicit instruction. Here, we test the efficacy of a module based on two previously published activities (the "Cube Puzzle" and the case study "Asteroids and Dinosaurs") that teach how science works to college science majors. Students also use the How Science…
Descriptors: Science Instruction, Teaching Methods, Case Studies, College Science
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Gobbo, Ken; Shmulsky, Solvegi; Bower, Michelle – Journal of College Science Teaching, 2018
The purpose of this qualitative study is to collect the experiential knowledge of 12 science, technology, engineering, and mathematics (STEM) faculty about teaching students who have autism spectrum disorder (ASD). ASD diagnoses have increased in the last 2 decades, affecting an estimated one in 68. College students with ASD study STEM at higher…
Descriptors: Teaching Methods, STEM Education, College Students, Autism
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Roseler, Katrina; Paul, Cassandra A.; Felton, Mark; Theisen, Cara H. – Journal of College Science Teaching, 2018
Although research findings support elevated learning outcomes for students who engage in active science learning, faculty members are still resistant to using these practices. In this article we describe the observable features found in 17 evidence-based, active, science instructional practices to address the discrepancy between the effectiveness…
Descriptors: Science Education, Educational Practices, Best Practices, Evidence Based Practice
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Forbes, Cory T.; Brozovic, Nicholas; Franz, Trenton E.; Lally, Diane E.; Petitt, Destini N. – Journal of College Science Teaching, 2018
The most challenging global problems of our age involve coupled human--environmental systems within the Food-Energy-Water Nexus. The undergraduate students currently in our classrooms will be tomorrow's global citizens, each of whom must be prepared to understand and reason about these challenges and ultimately make decisions about them in a…
Descriptors: Undergraduate Students, Water, Literacy, Decision Making
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Aoh, Quyen L. – Journal of College Science Teaching, 2018
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this article, the author describes how she uses current biology-related news articles to introduce a course and its relevance, to actively engage students at the beginning of the semester, and…
Descriptors: Biology, Semester System, Current Events, Science Instruction
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Coffman, Kirsten E.; Martínez-Gálvez, Gabriel; Brown, Ashley K.; Matchett, William E.; Horazdovsky, Bruce F. – Journal of College Science Teaching, 2018
Mayo Clinic annually trains over 1,000 predoctoral students and postdoctoral research fellows in medicine and biomedical sciences. However, training opportunities are limited for those interested in teaching and mentoring undergraduates. Predoctoral students sought to provide practical, trainee-led, pedagogical learning opportunities. A survey…
Descriptors: Undergraduate Students, Teaching Methods, Undergraduate Study, College Faculty
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Rivera, Seema – Journal of College Science Teaching, 2018
Many undergraduate students will experience being taught by graduate teaching assistants (GTAs); therefore, focusing on GTA pedagogy is in the best interest of the students and university as a whole. Based on a Masters of Arts in Teaching program, a 5-week intensive summer training session for science, technology, engineering, and mathematics…
Descriptors: Summer Programs, Graduate Students, Teaching Assistants, Undergraduate Students
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Idsardi, Robert; Hahn, Daniel A.; Bokor, Julie R.; Luft, Julie A. – Journal of College Science Teaching, 2019
Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic science research projects using the 5E lesson format. Included is a description of the 5Es and a template for creating a 5E…
Descriptors: Scientific Research, Science Instruction, Introductory Courses, Active Learning
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Johnson, Amy Flanagan; Graves, Chiron W. – Journal of College Science Teaching, 2017
This article details the aim, development, and implementation of the Chemistry-Genetics Course Collaborative (CGCC), a cotaught offering of a human genetics course with an honors introductory chemistry course. The CGCC was formed to fully integrate the two courses, along with the associated chemistry lab, to create an interdisciplinary scientific…
Descriptors: Chemistry, Genetics, Interdisciplinary Approach, Science Instruction
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Stephens, Jessica D.; Battle, David C.; Gormally, Cara L.; Brickman, Peggy – Journal of College Science Teaching, 2017
Early training opportunities for future faculty, namely graduate students and postdoctoral researchers, can better prepare them to use active learning approaches. We know that instructional feedback supports sustained change and motivates instructors to improve teaching practices. Here, we incorporate feedback as a key component of a pedagogical…
Descriptors: College Faculty, Teaching Assistants, Feedback (Response), Active Learning
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Auerbach, Anna Jo; Schussler, Elisabeth E. – Journal of College Science Teaching, 2016
Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…
Descriptors: Cooperative Learning, Group Instruction, Active Learning, Introductory Courses
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Sterling, Eleanor; Bravo, Adriana; Porzecanski, Ana Luz; Burks, Romi L.; Linder, Joshua; Langen, Tom; Fernandez, Denny; Ruby, Douglas; Bynum, Nora – Journal of College Science Teaching, 2016
In this study, conservation biology faculty and practitioners from across the United States designed classroom exercises and teaching interventions intended to bolster oral communication skills. Through repeated oral presentation assignments integrated into course requirements, the authors examined individual student learning gains via…
Descriptors: Communication Skills, Oral Communication Method, Science Instruction, Science Education
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