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Hodges, Linda C.; Beall, Lisa C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Feeser, Elizabeth; Gierasch, Tiffany; Nanes, Kalman M.; Perks, H. Mark; Wagner, Cynthia – Journal of College Science Teaching, 2020
Metacognition, the ability to think about and regulate one's thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper--a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam…
Descriptors: Tests, Academic Achievement, STEM Education, Metacognition
Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P. – Journal of College Science Teaching, 2017
Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…
Descriptors: Interaction, Active Learning, Social Networks, Network Analysis
Finn, Kevin; FitzPatrick, Kathleen; Yan, Zi – Journal of College Science Teaching, 2017
Students often struggle in introductory health sciences courses; some students have difficulty in upper level classes. To address this, we converted three lecture/lab courses, traditional first-year Anatomy and Physiology (A&P I), upper level Biomechanics, and upper level Microbiology to an integrated studio model. We used the Student…
Descriptors: Health Sciences, Lecture Method, Student Satisfaction, Academic Achievement
Agboola, Oluwaseun Omowunmi; Hiatt, Anna C. – Journal of College Science Teaching, 2017
Summative assessments are customarily used to evaluate ultimate student outcomes and typically occur less frequently during instruction than formative assessments. Few studies have examined how the use of summative assessments may influence student learning among at-risk groups of students. Summative assessments are typically used to evaluate how…
Descriptors: Summative Evaluation, Academic Achievement, At Risk Students, Active Learning
Scott, Pamela; Pentecost, Thomas C. – Journal of College Science Teaching, 2013
How does the degree of inquiry-based laboratory instruction impact student performance and student perseverance in the laboratory portion of a first-semester general chemistry course? The implementation of a new
first-semester general chemistry laboratory curriculum provided an
opportunity to address this question. A modified version of…
Descriptors: Chemistry, Science Instruction, College Science, Academic Achievement
Fata-Hartley, Cori – Journal of College Science Teaching, 2011
Many college science educators have moved away from the traditional lecture format and toward learner-centered classroom environments. Yet many of us struggle to cover large content loads, reverting at times to rote memorization. This paper suggests rote memorization simply does not work and students must be actively engaged to learn. (Contains 1…
Descriptors: College Science, Active Learning, Memorization, Lecture Method
Hopper, Mari – Journal of College Science Teaching, 2011
Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…
Descriptors: Physiology, Educational Change, Anatomy, Enrollment
Lee, W. Theodore; Jabot, Michael E. – Journal of College Science Teaching, 2011
We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…
Descriptors: Feedback (Response), Tests, Active Learning, Genetics
Kregenow, Julia Miller; Rogers, Michael; Price, Matthew F. – Journal of College Science Teaching, 2011
We studied student seating habits in both a traditional lecture hall with the instructor in the front and in a SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) studio-style classroom with the instructor in the middle. Like several previous authors, we find that students with higher course grades tend to sit in the…
Descriptors: College Students, Grades (Scholastic), Measures (Individuals), Lecture Method
Desy, Elizabeth; Peterson, Scott; Brockman, Vicky – Journal of College Science Teaching, 2009
Attitudes toward science may develop as early as middle school and often differ between genders. Do these gender-based differences in attitude persist into the college years? In a survey of 376 university students, male students reported a stronger self-concept, more motivation, and more enjoyment of science than did female students, and female…
Descriptors: Gender Differences, College Students, Higher Education, Nonmajors
Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David – Journal of College Science Teaching, 2009
Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer…
Descriptors: Cooperative Learning, Organic Chemistry, Science Education, Higher Education