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McGee, Jennifer; Tashakkori, Rahman – Journal of College Science Teaching, 2021
The purpose of this study was to investigate sense of community (SOC) within a STEM learning community during the COVID-19 pandemic. The STEM learning community that was the setting for this study is funded by a National Science Foundation (NSF) S-STEM grant. A mixed methods design was used to investigate levels of SOC and changes in SOC from…
Descriptors: STEM Education, Sense of Community, COVID-19, Pandemics
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Singh, Mamta – Journal of College Science Teaching, 2021
The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind…
Descriptors: Preservice Teachers, Student Experience, Energy Education, Cooperative Learning
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Kim, Young Ae; Rezende, Lisa; Eadie, Elizabeth; Maximillian, Jacqueline; Southard, Katelyn; Elfring, Lisa; Blowers, Paul; Talanquer, Vicente – Journal of College Science Teaching, 2021
Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community…
Descriptors: Online Courses, Educational Environment, Formative Evaluation, Sense of Community
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Reid, Joshua W.; Quinn, Candice M.; Jia, Zhigang; Jones, Ryan Seth; Grinath, Anna – Journal of College Science Teaching, 2021
Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy,…
Descriptors: Educational Change, Data Analysis, Models, Introductory Courses
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Sickler, Jessica; Bardar, Erin; Kochevar, Randy – Journal of College Science Teaching, 2021
Data literacy, or students' abilities to understand, interpret, and think critically about data, is an increasing need in K-16 science education. Ocean Tracks College Edition (OTCE) sought to address this need by creating a set of learning modules that engage students in using large-scale, professionally collected animal migration and physical…
Descriptors: Information Literacy, Data Analysis, Undergraduate Students, Scoring Rubrics
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Martin, Allison; Rechs, Adam; Landerholm, Thomas; McDonald, Kelly – Journal of College Science Teaching, 2021
Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the impacts of course-based research on the self-efficacy and future goals of students enrolled in introductory biology courses at a…
Descriptors: Student Research, Undergraduate Students, Biology, College Science
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Schneider, Kimberly R.; Nair, Uday; Straney, Rachel; Lancey, Patrice; Tripp, Mary – Journal of College Science Teaching, 2021
Retention and student success in Science, Technology, Engineering, and Mathematics (STEM) remains a priority for institutions, and low rates of retention in STEM for underrepresented populations continues to be a concern. In this report, we compiled data from the first eight years of a STEM living-learning program focused on early engagement in…
Descriptors: STEM Education, College Freshmen, Comparative Analysis, Graduation Rate
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Arthurs, Leilani A.; Elwonger, Justin; Kowalski, Chelsie M. – Journal of College Science Teaching, 2021
Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the…
Descriptors: Scientific Concepts, Concept Formation, Schemata (Cognition), Undergraduate Students
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Wilson, Sarah Beth; Varma-Nelson, Pratibha – Journal of College Science Teaching, 2021
Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the…
Descriptors: Peer Teaching, Teamwork, Cooperative Learning, Problem Solving
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Bush, Eliot C.; Adolph, Stephen C.; Donaldson-Matasci, Matina C.; Hur, Jae; Schulz, Danae – Journal of College Science Teaching, 2021
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically…
Descriptors: Biology, Science Instruction, Teaching Methods, Problem Solving
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Lampert, Evan; Pearson, J. Stephen – Journal of College Science Teaching, 2021
The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition…
Descriptors: Interdisciplinary Approach, Writing Instruction, Teaching Methods, Science Instruction
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Wallace, Colin S.; Prather, Edward E.; Milsom, John A.; Johns, Ken; Manne, Srin – Journal of College Science Teaching, 2021
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the…
Descriptors: Novices, College Faculty, Experienced Teachers, Active Learning
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Shrager, Jeff – Journal of College Science Teaching, 2021
Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly applicable psychological phenomenon, holding broad implications for any domain involving human expertise, and especially for education. Yet the details of how practice works to improve performance are…
Descriptors: Science Instruction, Teaching Methods, Class Activities, Educational Games
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Sloane, Jeremy David – Journal of College Science Teaching, 2021
Primary literature--consisting of novel peer-reviewed articles and conference proceedings--has been associated with several positive outcomes for students within undergraduate science courses. Primary literature is the principal method of written scientific communication and emphasizes the development of scientific knowledge. It also provides a…
Descriptors: Primary Sources, Undergraduate Students, Science Instruction, Outcomes of Education
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Sikand, Monika; Mazzatenta, Claudio; Wong, Keith; Bush, Joseph; Socha, Aaron M. – Journal of College Science Teaching, 2021
Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present the conceptual framework and lessons learned from a team-taught course, entitled Sustainability, Energy, and the Green Economy (SEGE). Faculty from the departments of Physics, Chemistry, and Biology…
Descriptors: Sustainability, Energy, STEM Education, Grades (Scholastic)
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