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van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam – Journal of College Science Teaching, 2013
We designed a physics course for prospective elementary and middle school teachers to foster aspects of scientific thinking recommended in reform documents. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrated physics and literacy learning in this course. By integrating physics and literacy learning,…
Descriptors: Thinking Skills, Science Education, Physics, Literacy Education
Strawn, Clare; Livelybrooks, Dean – Journal of College Science Teaching, 2012
This article investigates the mechanisms through which undergraduate research experiences for community college students can have second-order and multiplier effects on other students and home community college science, technology, engineering, and mathematics (STEM) departments and thus build STEM pipeline capacity. Focus groups with the science…
Descriptors: Community Colleges, Campuses, College Science, Focus Groups
Baumgartner, Erin – Journal of College Science Teaching, 2010
Preservice preparation courses for elementary teachers of science can provide opportunities to build pedagogical content knowledge. One common concern of preservice teachers is how to cope with a preplanned lesson that does not proceed as planned. Providing opportunities for preservice teachers to experience the unexpected actually immerses them…
Descriptors: Preservice Teachers, Teacher Education Curriculum, Science Teachers, Pedagogical Content Knowledge
Rao, Sujaya; Shamah, Devora; Collay, Ryan – Journal of College Science Teaching, 2007
The authors argue for the involvement of science undergraduates in K-12 outreach to enhance their communication skills, generate enthusiasm for science in today's youth, and extend relationships between institutions of higher learning and surrounding communities. Here we present three opportunities created at Oregon State University for engaging…
Descriptors: Elementary Secondary Education, Communication Skills, Outreach Programs, Undergraduate Students
Tenney, Agnes; Houck, Becky – Journal of College Science Teaching, 2004
Peer Led Team Learning (PLTL) is an effective and interactive approach to teaching mathematics and science. This approach involves the course instructor and peer leaders working with teams of students in weekly workshops. In this article, the authors state that peer leaders play a key role in the success of the peer learning teaching method. They…
Descriptors: Teaching Methods, Biology, Chemistry, Science Instruction