Joinformative assessment probes
Eliciting Students’ Initial Ideas About the Sun–Earth System
the poetry of science
Earth’s Place in the Universe
Science and Children—November/December 2022 (Volume 60, Issue 2)
By Sylvia Vardell and Janet Wong
The Early Years
Space Science Explorations as Equity
Early Childhood Resources Review
Here We Are: Notes for Living on Planet Earth
Editor's Note
Earth’s Place in the Universe
Science and Children—November/December 2022 (Volume 60, Issue 2)
By Elizabeth Barrett-Zahn
special feature
Service-Learning Through Citizen Science in a COVID-Adapted Classroom
Journal of College Science Teaching—November/December 2022 (Volume 52, Issue 2)
By Joanna J. Cielocha
Classrooms were turned upside down amid the global COVID-19 pandemic, which began approximately halfway through the spring 2020 semester. A service-learning project was implemented in my section of a general biology course for majors. With the shutdown of academic institutions and other businesses or government agencies, service was not achievable. Instead, students were offered the opportunity to complete service through citizen science using Zooniverse (www.zooniverse.org). Given that the pandemic extended into the 2020–21 academic year, course content and delivery continued to be adjusted. Service-learning was fully adapted to citizen science for spring 2021. Students surpassed the service requirement, with more than half of the class performing at least 100 entries more than the 200-entry requirement. Students reflected on their service and tended to move from a state of apprehension to a state of appreciation by the end of their service. Service through citizen science offers increased flexibility for diverse student learners.
Classrooms were turned upside down amid the global COVID-19 pandemic, which began approximately halfway through the spring 2020 semester. A service-learning project was implemented in my section of a general biology course for majors. With the shutdown of academic institutions and other businesses or government agencies, service was not achievable. Instead, students were offered the opportunity to complete service through citizen science using Zooniverse (www.zooniverse.org).
Classrooms were turned upside down amid the global COVID-19 pandemic, which began approximately halfway through the spring 2020 semester. A service-learning project was implemented in my section of a general biology course for majors. With the shutdown of academic institutions and other businesses or government agencies, service was not achievable. Instead, students were offered the opportunity to complete service through citizen science using Zooniverse (www.zooniverse.org).
Research & Teaching
A Process of Pedagogical Change in College Science Education
Instructor Perspectives
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show that the instructors discussed the benefits and challenges of using the previous passive-lecture format of the science course. Instructors believed that even though the previous format is easy to implement, it does not help students understand how scientists approach complex problems. In the new approach, the instructors prepared learning objectives to address expected learning outcomes. They integrated diverse research-based instructional strategies to enhance students’ learning and interest in science but encountered some challenges. The instructors’ experiences illustrate that planning and enacting an interactive science learning with an interdisciplinary approach is possible in undergraduate science education with appropriate support.
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show that the instructors discussed the benefits and challenges of using the previous passive-lecture format of the science course.
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show that the instructors discussed the benefits and challenges of using the previous passive-lecture format of the science course.
Research & Teaching
Computing in Bioinformatics and Engaged Student Learning
Student Perspectives on Anticipatory Activities and Innovative Apps
Journal of College Science Teaching—November/December 2022 (Volume 52, Issue 2)
By Tina A. Marcroft, Chris Rasmussen, and Scott T. Kelley
The field of biology education—and other science, technology, engineering, and mathematics (STEM) disciplines more broadly—has witnessed two major shifts in the past decade: (i) the increased awareness of research-based instructional strategies (RBIS) that are beneficial for student learning, and (ii) a recognition of the importance of computing in industry and academia. However, uptake of RBIS remains low and opportunities for students to learn computing skills are limited. In this article, we present a combination of novel bioinformatics computing apps and associated anticipatory activities embedded in context. This case study examines students’ experiences with these apps and activities as enacted in a student-centered classroom that embraced a variety of RBIS.
The field of biology education—and other science, technology, engineering, and mathematics (STEM) disciplines more broadly—has witnessed two major shifts in the past decade: (i) the increased awareness of research-based instructional strategies (RBIS) that are beneficial for student learning, and (ii) a recognition of the importance of computing in industry and academia. However, uptake of RBIS remains low and opportunities for students to learn computing skills are limited.
The field of biology education—and other science, technology, engineering, and mathematics (STEM) disciplines more broadly—has witnessed two major shifts in the past decade: (i) the increased awareness of research-based instructional strategies (RBIS) that are beneficial for student learning, and (ii) a recognition of the importance of computing in industry and academia. However, uptake of RBIS remains low and opportunities for students to learn computing skills are limited.
Research & Teaching
Connecting pH and Molarity to Health Care
A Qualitative Assessment of BSN Student Responses to an Online Lab Exercise
Journal of College Science Teaching—November/December 2022 (Volume 52, Issue 2)
By Angela L. Mahaffey
Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present. The chemistry for health professions lab course described was designed with electronic prelab testing, postlab testing, and lab report submission via an online learning management system for each of the nearly dozen online lab exercises. This article assesses qualitative student responses to the online Urinalysis, pH, and Molarity virtual lab exercise offered in this lab course for health sciences majors. Students anonymously surveyed in the fall 2019 semester course (n = 161) noted the “student-friendly” and cognitively promoting characteristic of the online lab experience. The virtual workbench and online pre- and postlab testing and lab report submission (with data sets) provided an immersive chemical laboratory experience for the students enrolled, and more than 90% of the 138 fall 2019 semester students noted that they would recommend this lab experience to future undergraduate health sciences students enrolled in the Chemistry for Health Professions lab course.
Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present.
Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present.
Research & Teaching
Intentionally Addressing Equity in the Classroom
An Initial Look at Inclusive Practices in Major and Nonmajor Courses in Biology and Geology
Journal of College Science Teaching—November/December 2022 (Volume 52, Issue 2)
By Jessica Kansman*, Makenzie E. Mabry*, Aaron Morrison*, Stephanie Rosbach*, and Marcelle A. Siegel
Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on “whole humans” in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM classrooms has advantages ranging from helping students grasp concepts to better fostering student transitions into STEM culture. Through class observations, teacher interviews, and open-ended student surveys, we explore differences in perceptions of equity between major and nonmajor biology and geology courses. We uncover several themes, including that students’ science identity may determine course enjoyment and that students have a variable understanding of equity. Professors acknowledge the need for equitable practices but face challenges when implementing them, especially when their teaching is perceived as undervalued in the promotion and tenure process. We provide practical applications for instructors to incorporate equity into their classrooms. Our observations highlight the importance of recognizing students’ identities, intentionally discussing inclusive practices with students to promote equity, and designing lessons to meet the needs of a diverse classroom, regardless of the perceived diversity that exists. We argue that if universities value equitable instructional practices, they must increase the weight of teaching in the tenure and promotion process and provide support for faculty to incorporate equitable teaching methodologies.