JoinThe Dutch Hunger Winter
Epigenetic Effects on Metabolic and Heart Health
By Kuei-Chiu Chen
Point of view
Is a Framework of Support Enough?
Undergraduate Research for Online STEM Students
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Emily Faulconer, Brent Terwilliger, Robert Deters, and Kelly George
While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts. This point of view presents the framework of support developed for fully online students distributed globally and shares some of the challenges faced in online undergraduate research, including the issue of low recruitment (despite stated interest) that could be exacerbated by the COVID-19 pandemic.
While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
Research & Teaching
An Examination of Constructivism, Active Learning, and Reflexive Journaling and Their Independent and Combined Effects on Student Acceptance of Biological Evolution
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Clinton Thomas Laidlaw, Seth M. Bybee, Steven Shumway, Thomas Heath Ogden, Steven Peck, and Jamie L. Jensen
Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs. not journaling) in a full-factorial design to test the hypotheses that pedagogy designed for constructivism, active learning, and reflexive journaling will increase the probability that students’ acceptance of evolution increases. Though we observed statistically significant acceptance gains, no treatments were statistically different from the other treatments regarding those acceptance gains. Evolution acceptance is possible despite the use of constructivist-designed or behaviorist-designed pedagogy, active learning or less active learning, or maintaining a reflexive journal or not. There is no indication that any combination of these instructional approaches has a greater effect than any other on evolution acceptance.
Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs.
Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs.
Research & Teaching
STEM Faculty Institute
An Intensive Interdisciplinary Effort to Improve STEM Faculty Adoption of Evidence-Based Instructional Practices
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Richard E. West, Jamie L. Jensen, Michael Johnson, Jennifer Nielson, Rebecca Sansom, and Geoffrey Wright
As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI). Supported by multiyear funding from the National Science Foundation, STEMFI provides instruction on EBIPs through a summer workshop, along with yearlong support in redesigning curriculum through one-to-one mentoring of each faculty participant. The first cohort of STEMFI participants has been successful, with most faculty showing significant shifts toward more student-centered practices in their teaching. Feedback on the post-workshop survey indicated participants considered the material helpful and engaging, encouraging a shift in their attitudes toward supporting EBIPs in their own classrooms. This article describes factors critical to the STEMFI approach and reports on the initial effectiveness observed.
As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI).
As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI).
Research & Teaching
Examining Perspectives of Teaching Among Biology Teaching Assistants
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Joshua W. Reid and Emily G. Weigel
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the teaching perspectives of both graduate and undergraduate teaching assistants (TAs), as well as shifts in their perspectives after participation in an active-learning professional development course. Findings from this study suggest that while undergraduate TAs hold more nurturing perspectives of teaching, graduate TAs hold more apprenticeship perspectives; both groups, however, can experience perspective change through professional development and teaching experience. These findings have implications for professional developers and those who work closely with TAs.
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the teaching perspectives of both graduate and undergraduate teaching assistants (TAs), as well as shifts in their perspectives after participation in an active-learning professional development course.
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the teaching perspectives of both graduate and undergraduate teaching assistants (TAs), as well as shifts in their perspectives after participation in an active-learning professional development course.
Research & Teaching
Integrated Concentration in Science
An Interdisciplinary Problem-Solving Program
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Stephanie Purington and Martina Nieswandt
The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group endeavors. Researchers evaluated the first- and second-year courses to determine whether instructors implemented the student-driven curriculum as planned and how students perceived the courses with respect to pedagogy and collaboration experiences. Results of a mixed-methods study that included observations, interviews, and surveys showed that instructors implemented a student-centered approach as planned; provided help only when students asked for it or obviously needed scaffolded support; and answered most student queries with questions intended to promote discussion, research, and reframing. Students expressed satisfaction with the courses and felt their experiences aligned with their expectations of receiving more guidance than direct instruction. At the end of each course, students confirmed that they had, in fact, received good guidance, feedback, and critique from their instructors and little in the way of lectures. Students also expressed that their collaboration skills improved, especially in the areas of group communication and sharing their ideas.
The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group endeavors.
The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group endeavors.
Research & Teaching
E–6 Preservice Teachers and Elementary Science Teaching
Assessing Confidence and Content Knowledge
The study assessed the science teaching confidence of preservice teachers in teaching elementary science by addressing two research questions: (1) Did preservice teachers understand the science concepts well enough to be effective in teaching elementary science content? (2) Did preservice teachers have the necessary science concepts and skills to teach elementary science? The study used science content knowledge pre- and post-course tests and a validated science teaching efficacy belief instrument to answer the questions. The findings suggest that preservice teachers strongly agreed that they understood science content well enough to be effective in teaching elementary science content and were comfortable in teaching elementary science. Overall, content knowledge pre- and post-course tests indicated a statistically significant difference, suggesting that preservice teachers had necessary content knowledge to teach elementary science. As we would like to see 100% positive outcomes among preservice teachers regarding content knowledge and effective elementary science teaching, the study suggests that science methods courses should expose elementary preservice teachers to more physical science and Earth and space science content and activities.
The study assessed the science teaching confidence of preservice teachers in teaching elementary science by addressing two research questions: (1) Did preservice teachers understand the science concepts well enough to be effective in teaching elementary science content? (2) Did preservice teachers have the necessary science concepts and skills to teach elementary science? The study used science content knowledge pre- and post-course tests and a validated science teaching efficacy belief instrument to answer the questions.
The study assessed the science teaching confidence of preservice teachers in teaching elementary science by addressing two research questions: (1) Did preservice teachers understand the science concepts well enough to be effective in teaching elementary science content? (2) Did preservice teachers have the necessary science concepts and skills to teach elementary science? The study used science content knowledge pre- and post-course tests and a validated science teaching efficacy belief instrument to answer the questions.
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A Flipped Classroom Approach and Digital Learning in an Undergraduate Molecular Biology Course
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Andreas Kakarougkas and Reham Abdellatif
Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-learning activities to take place in class. In this article, we investigate the application of this approach to an undergraduate molecular biology course. The instructional content was delivered using the MITx 7.28x Molecular Biology Series MOOC via the edX platform. Discussions, activities, group problem-solving, and quizzes were carried out in the classroom based on the instructional content covered online. To gain student feedback on the teaching approach, we performed a mid-semester focus group and a post-semester survey. Student interaction with the instructional content was collected via the edX platform’s edX Insights feature. Completion of the instructional content and thorough class preparation are important prerequisites for FCA. Data from the edX platform showed a high completion rate of the instructional content, despite student feedback that completing the online content was too time consuming. Students indicated that the topics, materials, and instructor made the experience engaging, which motivated them to complete the assigned materials. Overall, our results indicate that this teaching modality engages students, promotes active learning, and aids information retention.
Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-learning activities to take place in class. In this article, we investigate the application of this approach to an undergraduate molecular biology course. The instructional content was delivered using the MITx 7.28x Molecular Biology Series MOOC via the edX platform.
Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-learning activities to take place in class. In this article, we investigate the application of this approach to an undergraduate molecular biology course. The instructional content was delivered using the MITx 7.28x Molecular Biology Series MOOC via the edX platform.
FEATURE
Exploring the Effects of a Neglected Area
The United Nations Sustainable Development Goals in Science Education
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Emma Tribble, Rohan Skariah, Emily Tran, and Ozcan Gulacar
One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions. One of our previous studies investigated the effect of learning about phosphate sustainability on general chemistry students’ perceptions of science relevancy. The positive outcomes encouraged our group to develop several comprehensive Prezi modules to introduce the United Nations Sustainable Development Goals (SDGs) in science classes and reveal their connections to the topics taught in schools. The overall objectives of this project are to suggest an effective and meaningful method to make science relevant to students, enhance their sustainability awareness, and encourage them to take actions to help the global community achieve the SDGs. In this article, we explain the contents and structures of the presentations and discuss their potential uses in science classrooms to improve students’ curiosity and engagement.
One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions.
One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions.
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Gender Inequities Throughout STEM
Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)
By Alexandru Maries, Kyle Whitcomb, and Chandralekha Singh
Efforts to promote equity and inclusion using evidence-based approaches are vital to correcting long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, including in many STEM disciplines. We used 10 years of institutional data from a large public university to investigate the grade point average trends in different STEM disciplines for men and women who declared a major and then either completed the degree or dropped the major after declaring it. We found alarming trends, such as that women who dropped majors on average earned higher grades than men, and in some STEM majors, women who dropped the majors were earning comparable grades to men who persisted in those majors. While these quantitative findings call for a deeper understanding of the reasons women and men drop a major, we provide suggestions for approaches to make learning environments more equitable and inclusive so traditionally excluded groups can have a higher sense of belonging and thrive.