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Munakata, Mika; Vaidya, Ashwin; Vanderklein, Dirk – Journal of College Science Teaching, 2022
This article presents ideas and narratives of an experiment on the concept of energy developed for an honors seminar on energy and a mechanics course. We argue that energy is an idea best taught in an interdisciplinary manner. While most physics courses explore ideas such as mechanical energy and conservation of energy, it is imperative that a…
Descriptors: Interdisciplinary Approach, Energy Education, Conservation (Environment), Science Instruction
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Yesilyurt, Ezgi – Journal of College Science Teaching, 2022
To inform teacher education programs, it is imperative to uncover preservice teachers' (PSTs) implicit and tacit beliefs about teaching and learning science. The study of teachers' beliefs requires a range of methodological approaches to unearth their tacit beliefs. In that regard, this study used metaphor construction in conjunction with drawing…
Descriptors: Preservice Teachers, Beliefs, Science Instruction, Elementary School Teachers
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Gardner, Margery; Abrams, Neal; McGee, Gregory; Hogan, Elizabeth – Journal of College Science Teaching, 2022
This article explores results from a 3-year model of laboratory instruction, Project Synapse, that synthesized biology, chemistry, and communication curricula for firstyear science majors at a STEMfocused university. Laboratory biology-chemistry integration was featured at natural intersections where disciplines used similar tools, such as…
Descriptors: College Freshmen, STEM Education, Majors (Students), Biology
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Toro, Stephanie – Journal of College Science Teaching, 2022
Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into…
Descriptors: Science Instruction, Physics, Metacognition, College Science
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Stewart, Timothy; Thompson, Janette; Tank, Kristina; Olson, Joanne; Rentz, Michael; Wolter, Peter – Journal of College Science Teaching, 2022
We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science…
Descriptors: Student Research, Teaching Experience, Science Education, Majors (Students)
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Hushman, Carolyn; Pun, Aurora; Knottenbelt, Sushilla – Journal of College Science Teaching, 2022
Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on student learning, but the same studies fail to look at learning differences between subgroups of students. In the current study,…
Descriptors: Active Learning, Large Group Instruction, Introductory Courses, Cognitive Style
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Swenson, Sandra; He, Yi; Boyd, Heather; Good, Kate Schowe – Journal of College Science Teaching, 2022
Students reasoning with data in an authentic science environment had the opportunity to learn about the process of science and the world around them while developing skills to analyze and interpret self-collected and secondhand data. Our results show that nearly 50% of the treatment group responses were accurate when describing the reason for…
Descriptors: Design, Heuristics, Data Analysis, Data Interpretation
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Radloff, Jeffrey; Capobianco, Brenda; Weller, Jessica; Rebello, Sanjay; Eichinger, David; Erk, Kendra – Journal of College Science Teaching, 2022
Recent science reform advocates for the inclusion of engineering design to teach science and represents a shift to so-called three-dimensional (3D) learning. This shift often requires science instructors to adapt their current curriculum to integrate 3D learning. To support this shift, the current study illustrates the collaborative development…
Descriptors: Alignment (Education), Science Curriculum, College Curriculum, Teaching Methods
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Borda, Emily; Haskell, Todd; Todd, Andrew – Journal of College Science Teaching, 2022
We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Crossdisciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation,…
Descriptors: Interdisciplinary Approach, Multiple Choice Tests, Protocol Analysis, Evaluation Methods
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Jafar, Sanjeeda; Sitther, Viji – Journal of College Science Teaching, 2021
In this study, two sections of undergraduate Introductory Anatomy and Physiology taught in the traditional face-to-face format (n = 58) was compared to two hybrid classes (n = 38) using the flipped-classroom model taught by the same instructor. Formative and summative examination scores were compared to determine the effect of the different…
Descriptors: Comparative Analysis, Outcomes of Education, Student Evaluation, Blended Learning
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Broussard, Christine; Gough Courtney, Margaret; Dunn, Sarah; Godde, K.; Preisler, Vanessa – Journal of College Science Teaching, 2021
Course-based undergraduate research experiences (CUREs) are an alternative pedagogical approach to the apprenticeship model for high-impact research immersion experiences. A W.M. Keck-funded Research Immersion Program at a Hispanic-serving institution in Southern California proposed to expand the benefits of the CURE model by developing lower- and…
Descriptors: Undergraduate Students, Student Research, Student Experience, Distance Education
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Gibson, J. Phil; Shelton, Kristen – Journal of College Science Teaching, 2021
The COVID-19 pandemic forced higher-education institutions to close campuses and pivot all face-to-face (F2F) instruction online. This transition to Crisis Distance Education (CDE) was unprecedented in scope and speed as it was implemented globally. We surveyed students in a large, introductory-level biology course to understand their opinions…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
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Andrews, Tessa; Green, Kathryn – Journal of College Science Teaching, 2021
College instructors faced a rapid transition to remote instruction in spring 2020, and with it a host of new teaching challenges. This qualitative study investigates what 26 college biology instructors learned about students and teaching during this time. We used semi-structured interviews and content analysis to identify instructor learning that…
Descriptors: COVID-19, Pandemics, College Faculty, Teacher Attitudes
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Talyn, Becky; Callori, Sara J.; Cerwin, Karen; Chao, Mike; Cousins, Kimberley R.; Hood, Carol; McGill, Sally F.; Metcalf, Anthony E.; Woodney, Laura – Journal of College Science Teaching, 2021
Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic. As our university made the decision to operate…
Descriptors: Teacher Collaboration, Communities of Practice, COVID-19, Pandemics
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Sengul, Ozden – Journal of College Science Teaching, 2021
This article is prepared as part of a "Practice Teaching in Science" course of a teacher education program aiming for developing prospective science teachers' teaching through inquiry-based instruction involving practices of science and active learning strategies. During the semester, student teachers are required to prepare four…
Descriptors: Science Instruction, Science Teachers, Preservice Teachers, Learning Strategies
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