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Direct linkWan, Tong; Geraets, Ashley A.; Doty, Constance M.; Saitta, Erin K. H.; Chini, Jacquelyn J. – International Journal of STEM Education, 2020
Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs' performance as instructors can impact student learning experience as well as learning outcomes. In this study, we observed 11 chemistry GTAs and 11…
Descriptors: Teaching Assistants, Graduate Students, Teaching Methods, College Science
Wan, Tong; Doty, Constance M.; Geraets, Ashley A.; Saitta, Erin K. H.; Chini, Jacquelyn J. – International Journal of STEM Education, 2023
Background: In college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can increase student anxiety if students fear that they could be negatively evaluated by their peers. Error…
Descriptors: College Science, Science Laboratories, Student Centered Learning, Learning Strategies
Alexandra C. Lau; Charles Henderson; Marilyne Stains; Melissa Dancy; Christian Merino; Naneh Apkarian; Jeffrey R. Raker; Estrella Johnson – International Journal of STEM Education, 2024
Background: It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported…
Descriptors: Introductory Courses, STEM Education, Active Learning, Teaching Methods
Lund, Travis J.; Stains, Marilyne – International Journal of STEM Education, 2015
Background: Research at the secondary and postsecondary levels has clearly demonstrated the critical role that individual and contextual characteristics play in instructors' decision to adopt educational innovations. Although recent research has shed light on factors influencing the teaching practices of science, technology, engineering, and…
Descriptors: Chemistry, Physics, Biology, Science Instruction
Khatri, Raina; Henderson, Charles; Cole, Renee; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney – International Journal of STEM Education, 2017
Background: The undergraduate science, technology, engineering, and mathematics (STEM) education community has developed a large number of innovative teaching strategies and materials, but the majority of these go unused by instructors. To help understand how to improve adoption of evidence-based education innovations, this study focuses on…
Descriptors: STEM Education, Undergraduate Study, Educational Innovation, Evidence Based Practice
Scanlon, Erin; Zamarripa Roman, Brian; Ibadlit, Elijah; Chini, Jacquelyn J. – International Journal of STEM Education, 2019
Background: Numerous studies in the literature describe the effectiveness of research-based instructional strategies (RBIS) in the postsecondary STEM (science, technology, engineering, and mathematics) context. Many of these studies are predicated on the assumption that instructors implement the RBIS exactly as is intended by the developers.…
Descriptors: Teaching Methods, Educational Strategies, Instructional Effectiveness, STEM Education
Yang, Dazhi – International Journal of STEM Education, 2017
Background: Teaching online is a different experience from that of teaching in a face-to-face setting. Knowledge and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even more challenging to teach science, technology, engineering and math (STEM) courses completely online because these…
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, STEM Education
Koskinen, Pekka; Lämsä, Joni; Maunuksela, Jussi; Hämäläinen, Raija; Viiri, Jouni – International Journal of STEM Education, 2018
Background: Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates,…
Descriptors: Active Learning, Educational Strategies, Teaching Methods, Models
Foote, Kathleen T.; Neumeyer, Xaver; Henderson, Charles; Dancy, Melissa H.; Beichner, Robert J. – International Journal of STEM Education, 2014
Background: Many innovative teaching strategies have been developed under the assumption that documenting successful student learning outcomes at the development site is enough to spread the innovation successfully to secondary sites. Since this 'show them and they will adopt' model has yet to produce the desired large-scale transformation, this…
Descriptors: Evidence Based Practice, Educational Strategies, Instructional Innovation, Student Centered Learning
