JoinResearch & Teaching
Cross-Disciplinary Learning
A Framework for Assessing Application of Concepts Across Science Disciplines
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Emily Borda, Todd Haskell, and Andrew Boudreaux
We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines. In this article, we describe two measurement approaches based on this construct: (a) a paired multiple choice instrument set to measure the extent of cross-disciplinary learning; and (b) a think-aloud interview approach to provide insights into which resources are activated, and how they are used, when making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.
We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines.
We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines.
Research & Teaching
Recent Developments in Classroom Observation Protocols for Undergraduate STEM
An Overview and Practical Guide
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Joan Esson, Paul Wendel, Anna Young, Meredith Frey, and Kathryn Plank
Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for Undergraduate STEM (COPUS), Practical Observation Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis for Research in Teaching (DART). Choosing a protocol for a particular need can seem daunting. In this article, we describe these protocols—including characteristics such as theoretical lens, disciplinary expertise required, complexity, level of inference, type of behavior recorded, training time required for implementation, and data output—and discuss the strengths and weaknesses of each protocol for different uses. This article will aid anyone in choosing effective observation tools for their particular needs, including instructors who want to address specific questions about their own teaching and researchers who are studying teaching and learning.
Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for Undergraduate STEM (COPUS), Practical Observation Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis for Research in Teaching (DART). Choosing a protocol for a particular need can seem daunting.
Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for Undergraduate STEM (COPUS), Practical Observation Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis for Research in Teaching (DART). Choosing a protocol for a particular need can seem daunting.
Research & Teaching
Science Identity and Its Implications for STEM Retention and Career Aspirations Through a Research-Based First-Year Biology Seminar
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Krista L. Lucas and Alexis D. Spina
There are more STEM jobs than there are qualified graduates to fill these positions, and recruiting students into STEM majors is insufficient. Of students who enter college intending to pursue STEM, nearly half do not finish their STEM degrees. In this article, we focus on retaining students who enter college with a declared biology major. This qualitative study examines this retention issue through the lens of identity theory, situated learning, and constructivism in the context of a research-focused biology first-year seminar at a small, private university. It was found that the six participants felt more like scientists at the conclusion of the semester-long seminar, and all were planning to remain in STEM career pathways.
There are more STEM jobs than there are qualified graduates to fill these positions, and recruiting students into STEM majors is insufficient. Of students who enter college intending to pursue STEM, nearly half do not finish their STEM degrees. In this article, we focus on retaining students who enter college with a declared biology major. This qualitative study examines this retention issue through the lens of identity theory, situated learning, and constructivism in the context of a research-focused biology first-year seminar at a small, private university.
There are more STEM jobs than there are qualified graduates to fill these positions, and recruiting students into STEM majors is insufficient. Of students who enter college intending to pursue STEM, nearly half do not finish their STEM degrees. In this article, we focus on retaining students who enter college with a declared biology major. This qualitative study examines this retention issue through the lens of identity theory, situated learning, and constructivism in the context of a research-focused biology first-year seminar at a small, private university.
Research & Teaching
A Design Heuristic for Analyzing and Interpreting Data
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Sandra Swenson, Yi He, Heather Boyd, and Kate Schowe Good
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 measuring water parameters, compared with 26% in the traditional lab group. When pre- and post-survey scores were compared, students in the treatment group outperformed students in the traditional group on four items: making claims about water pollution based on data; understanding water pollution in the Hudson River; understanding the relationship between temperature, pH, and salinity values; and feeling prepared to justify their reasoning on water pollution. Our evidence points to greater engagement by the treatment group and stronger descriptions about their claims, evidence, and reasoning around measuring water parameters and potential water pollution problems.
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 measuring water parameters, compared with 26% in the traditional lab group.
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 measuring water parameters, compared with 26% in the traditional lab group.
Research & Teaching
Active Learning Classrooms
Addressing Learning Differences in Large-Enrollment Introductory Science Courses
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Carolyn Hushman, Aurora Pun, and Sushilla Knottenbelt
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, students enrolled in an introductory STEM course (N = 273) instructed in ALCs completed learning inventories and questionnaires designed to measure the influence of social context. Results showed a lack of learning differences within the classroom environment, a positive relationship between learning gains and perceptions of the student-student interactions, and differences in the perception of the social context unique to ALCs based on gender and ethnic and racial diversity.
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, students enrolled in an introductory STEM course (N = 273) instructed in ALCs completed learning inventories and questionnaires designed to measure the influence of social context.
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, students enrolled in an introductory STEM course (N = 273) instructed in ALCs completed learning inventories and questionnaires designed to measure the influence of social context.
Research & Teaching
Aligning Undergraduate Science Curricula With Three-Dimensional Learning
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Jeffrey Radloff, Brenda Capobianco, Jessica Weller, Sanjay Rebello, David Eichinger, and Kendra Erk
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 and use of a rubric for aligning existing curriculum with new reform. Collaborators include three undergraduate science content course (i.e., biology, chemistry, and physics) instructors who used the tool to adapt their current curriculum. In this article, we outline the phases of tool development and showcase its implementation by the chemistry content course instructor to integrate a rocket design task. Successes and considerations are discussed as they relate to science teacher education and professional learning.
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 and use of a rubric for aligning existing curriculum with new reform. Collaborators include three undergraduate science content course (i.e., biology, chemistry, and physics) instructors who used the tool to adapt their current curriculum.
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 and use of a rubric for aligning existing curriculum with new reform. Collaborators include three undergraduate science content course (i.e., biology, chemistry, and physics) instructors who used the tool to adapt their current curriculum.
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Reflections on Multimodal Delivery of a Laboratory Course for Nonscience Majors and Opportunities for Improved Student Engagement
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Mark Vincent dela Cerna
A rudimentary level of scientific literacy is necessary in the general public. At the undergraduate level, this literacy can be achieved through general education courses offered in areas of natural sciences. Over the past several years, practical courses have been developed to make the teaching of chemistry concepts in the laboratory more interesting and appealing to nonscience majors. This article provides insights and reflections from teaching a general education, liberal arts chemistry course at a private university using different teaching delivery modes during a pandemic. Specifically, the unique circumstances of the COVID-19 pandemic allowed faculty to deviate from the traditional face-to-face delivery and explore the use of virtual delivery, experimentation at home, and hybrid instruction to meet learning objectives. The article reflects on the lessons from this experience to improve course delivery and student engagement in science laboratory courses for nonscience majors.
A rudimentary level of scientific literacy is necessary in the general public. At the undergraduate level, this literacy can be achieved through general education courses offered in areas of natural sciences. Over the past several years, practical courses have been developed to make the teaching of chemistry concepts in the laboratory more interesting and appealing to nonscience majors. This article provides insights and reflections from teaching a general education, liberal arts chemistry course at a private university using different teaching delivery modes during a pandemic.
A rudimentary level of scientific literacy is necessary in the general public. At the undergraduate level, this literacy can be achieved through general education courses offered in areas of natural sciences. Over the past several years, practical courses have been developed to make the teaching of chemistry concepts in the laboratory more interesting and appealing to nonscience majors. This article provides insights and reflections from teaching a general education, liberal arts chemistry course at a private university using different teaching delivery modes during a pandemic.
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A Course-Based Research and Teaching Experience for Science Majors and Preservice Educators
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Timothy Stewart, Janette Thompson, Kristina Tank, Joanne Olson, Michael Rentz, and Peter Wolter
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 teaching while improving skills in collaboration, leadership, and different forms of communication. Students apply their learning by educating local school groups on ecological concepts in the field and share their scholarship with faculty, peers, and community partners during a poster symposium. Each student team completes a research project and teaching activity proposal, conducts research and develops a teaching activity, and writes a research paper and lesson plan in the format of a professional manuscript. Teams use mentor feedback and their reflections on drafts and practice sessions to improve the research proposal and paper, teaching lesson plan, delivery of the teaching activity, and poster presentation.
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 teaching while improving skills in collaboration, leadership, and different forms of communication.
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 teaching while improving skills in collaboration, leadership, and different forms of communication.
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That’s How the Kangaroo Bounces
A Biological Case Study to Teach Energy Concepts
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Erin M. Craig, Sydney Galbreath, Timothy Sorey, and Derek Ricketson
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping. Similar to a ball, kangaroos transform elastic potential energy into kinetic energy to power their “bouncing.” Unlike the bouncing ball, kangaroos gain additional potential energy through metabolic processes. Students follow a sequence of guided tutorials that facilitate small-group learning as they evaluate quantitative data from video analysis with metabolic energy expenditures from literature to synthesize a real-world understanding of energy transformations. In this article, we describe learning progressions, practical tips for teaching, and lessons learned in this activity covering energy transformations.
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
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Teaching and Learning About Global Climate Change Online
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Emily van Zee, Elizabeth Gire, Kelby T. Hahn, and Mackenzie Belden
Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course. In the unit on global climate change, for example, we continued engaging students in documenting their initial and evolving ideas; exploring the greenhouse effect; examining evidence of increasing global temperatures, rising sea levels, and melting glaciers; modeling causes of rising sea levels; considering ways individuals, communities, states, nations, and international organizations are taking action; and making connections to education policies such as the Next Generation Science Standards. Key aspects of this course have been creating opportunities for formative assessment and fostering a sense of community.