Online Connections: Journal of College Science Teaching

January/February 2021

Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

• Supplemental tables

Sustainability, Energy, and the Green Economy

• Appendixes and additional resources

November/December 2020

Peer Review and Response

• Environmental Chemistry literature review rubric  

September/October 2020

A Journey to Acceptance

• Appendixes

Teaching Sciences With Impact Using the Lectorial Approach

• Appendix

July/August 2020

Student Perceptions of Open Educational Resources Video-Based Active Learning in University-Level Biology Classes

• Quotes from interviews

Barriers to Learning Assistant Engagement

• Discussion and supplemental materials

Concept Maps for Structuring Instruction and as a Potential Assessment Tool in a Large Introductory Science Course

• Concept map overview
• Concept maps to connect course topics
• Exam

Negative Student Response to Active Learning in STEM Classrooms

• Inclusion criteria

March/April 2020

Outcomes for Peer-based Mentors in a University-Wide STEM Persistence Program: A Three-Year Analysis

• Mentor Survey

Action Research: Using a 5E Instructional Approach to Improve Undergraduate Physics Laboratory Instruction

• Supplementary Information

Features of an Effective Future-Faculty Teaching-Development Program: A Case Study of 10 STEM Faculty

• Supplementary Material

Classroom Observations to Characterize Active Learning Within Introductory Undergraduate Science Courses

• Supplements

January/February 2020

An Introvert's Perspective

• Supplements 1 and 2

Building First-Year Science Writing Skills

• Supplemental Materials

Building First-Year Science Writing Skills

• Student-Constructed Weather Instruments

November/December 2019

Integrating Engineering Design

• Appendix A: Model Compost Design
• Appendix B: Content Assessment

Developing the Next Generation of Science Teachers

• Appendix 1: Notebook Entry
• Appendix 2: My Science Talk

Promoting STEM Persistence

• Appendix: Assessment Table

An Exam Wrapper Generation in Organic Chemistry

• Appendix A: Exam Wrappers 1 and 2
• Appendix B: Exam Wrappers 3 and 4
• Appendix C: How to Study

September/October 2019

An Introduction to Biological Research Course (Case Study)

• Supplemental Figures 1–6

Island Ecology for Educators

• Figures 1 and 2

Faculty Adoption of Active Learning Strategies

• Appendix

July/August 2019

The STEM-ALL Project

• Appendix

Mini-Course-Based Undergraduate Research

• Supplemental Resources

The Effect of Science Education Classes

• TOSRA-2 Appendix

May/June 2019

Building Bridges: An Active Learning Lesson

• Appendix 1
• Appendix 2
• Appendix 3

Exploring Student Perception Toward Online Homework

• Questionnaire

March/April 2019

A Short, Course-Based Research Model

• Supplementary Materials

Construction Ahead

• Appendix

Guided Inquiry-Based Activities

• 2YC Supplementary Document

January/February 2019

A Faculty Development Model

• Appendices 1–5

November/December 2018

An Integrated Model for Teaching Writing

• Grading Rubric

To Go Virtual or Not to Go Virtual

• Appendices A and B

September/October 2018

Polymers Course for Small Colleges and Universities

• Supplementary Material

Building Information Literacy Skills

• Appendix 1
• Appendix 2

July/August 2018

Point of View

• Supplementary Material

Case Study

• Appendix 1
• Appendix 2

Strategies for Teaching STEM Subjects

• Appendix

Observable Features of Active Science Education Practices

• Supplementary Materials 1
• Supplementary Materials 2
• Supplementary Materials 3

May/June 2018

Student Perceptions of Inquiry-Based Karaoke Exercise

• Appendices 1 and 2
• Table 5
• Table 6

Connecting Argumentation to 5E Inquiry

• Appendices 1–3

A Combined Read-Aloud Think-Aloud Strategy

• Appendix I
• Appendix II
• Appendix III
• Appendix IV
• Appendix V
• Appendix VI

March/April 2018

Student and Faculty Views on Process of Science Skills

• Student survey
• Faculty survey
• Categorization table

Exploring Power Distribution and Its Influence

• Appendix Table 1

January/February 2018

SMASH: A Diagnostic Tool

• Supplemental Materials

Tools for Success

• Supplemental Tables 1–5

Many Paths Toward Discovery

• Appendix Tables A1 and A2

March/April 2017

Students Own Their Introductory Chemistry Experience

• Supplemental Materials

Encouraging Science Communication in an Undergraduate Curriculum

• Appendix

January/February 2017

A Discipline-Specific Approach to the History of U.S. Science Education

• Figure 2, longer version

Measuring Student Interactions Using Networks

• Table S1
• Table S2
• Figure S1
• Figure S2
• Figure S3

September/October 2016

Self-Directed Learning With Feedback

• Appendix

Teaching Competency in Scientific Research From Experimental Design to Presentation

• Appendix

Teaching Students How to Check Their Work While Solving Problems in Genetics

• Supplemental Materials

Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship

• Appendix

May/June 2016

A Visual Approach to Helping Instructors Integrate, Document, and Refine Active Learning

• Supplemental Materials

March/April 2016

Deliberative Pedagogy in a Nonmajors Biology Course

• Appendices

A Hands-On Activity to Build Mastery of Intermolecular Forces and Its Impacts on Student Learning

• Sample Student Intermolecular Forces Handout

January/February 2016

Crossing Boundaries in Undergraduate Biology Education

• Appendices

Case Study: Student-Produced Videos for the Flipped Classroom

• Figures 1–4

November/December 2014

Statistics Across the Curriculum Using an Iterative, Interactive Approach in an Inquiry-Based Lab Sequence

• Appendix 1: Excerpt from The Statistics Primer by M.A. Harris, J.M. Batzli, and E.V. Nordheim
• Appendix 2: Homework for module 4 to review experimental design and data analysis
• Appendix 3: Immediate feedback questions used in class as formative assessment and discussion of paired versus independent t-tests
• Appendix 4: Pre-and post-module assessment tools for student performance of learning outcomes from Table 1

March/April 2014

Explorations in Integrated Science

• Supplementary materials

July/August 2013

Current Research

• Alexander, C., & Hammond, T. C. (2012). Five-picture charades: A flexible model for technology training in digital media tools and teaching strategies. Contemporary Issues in Technology and Teacher Education, 12(1).
• Aydeniz, M., & Southerland, S. (2012). A national survey of middle and high school science teachers' responses to standardized testing: Is science being devalued in schools? Journal of Science Teacher Education, 23, 233–257.
• Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching. 49, 68–94.
• Gottheiner, D. M., & Siegel, M. A. (2012). Experienced middle school science teachers’ assessment literacy: Investigating knowledge of students’ conceptions in genetics and ways to shape instruction. Journal of Science Teacher Education, 23(5). 531–557.
• Guzey, S. S., & Roehrig, G. H. (2012). Integrating educational technology into the secondary science teaching. Contemporary Issues in Technology and Teacher Education, 12(2).
• Hanuscin, D., Rebello, C., & Sinha, S. (2012). Supporting the development of science teacher leaders—where do we begin? Science Educator, 21, 12–18.
• Harris, C. J., Phillips, R., & Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23, 769–788.
• Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23, 823–846.
• Ireland, J. E., Watters, J. J., Brownlee, J., & Lupton, M. (2012). Elementary teacher’s conceptions of inquiry teaching: Messages for teacher development. Journal of Science Teacher Education, 23(2), 159–175.
• Jin, H., & Anderson, C. W. (2012). A learning progression for energy in socio-ecological system. Journal of Research in Science Teaching, 49, 1149–1180.
• Koenig, K., Schen, M., & Bao, L. (2012). Explicitly targeting preservice teacher scientific reasoning abilities and understanding of nature of science through an introductory science course. Science Educator, 21, 1–9.
• Mallya, A., Moore, F. M., Contento, I. R., Koch, P. A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students’ experiences with the Choice, Control and Change (C3)curriculum. Journal of Research in Science Teaching, 49, 244–269.
• Noble, T., Suarez, C., Rosebery, A., O’Conner, M. C., Warren, B., & Hudicourt-Barnes, J. “I never thought of it as freezing”: How students answer questions on large-scale science tests and what they know about science. Journal of Research in Science Teaching, 49, 778–803.
• Pea, C. (2012). Inquiry-based instruction: Does school environmental context matter?
  Science Educator, 21, 37-43.
• Suriel, R. L., & Atwater, M. M. (2012, December 1). From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula. Journal of Research in Science Teaching, 49, 1271–1295.

May/June 2011

Strategies for the Introduction of Neuroscience for Underrepresented Students

• Appendix: Brain Awareness Week Summary and Description of Activities

March/April 2011

Does Active Learning Improve Students’ Knowledge of and Attitudes Toward Research Methods?

• Appendix: Student's attitudes about research methodology before and after completion of the course