special feature
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Thomas M. Onorato, Nathalie Oulhen, Gerardo Reyes, Stephany Foster, Cosmo A. Pieplow, Janet E. Rollins, Jacqueline A. Brashears, Claudette Davis, Ian Alberts, Ingrid D. Veras, and Gary M. Wessel
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Man-Yin Tsang, Lisa Tutty, and Carl-Georg Bank
Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required the undergraduate students to process geological data, represent the processed data graphically in a ternary diagram, and interpret the results in terms of geological environments. Students were assigned to groups in which they were asked to either work in pairs (experimental group) or individually (control group) on the tasks. Students’ performance on questions related to ternary diagrams on the test and their feedback in the evaluation survey indicate that the cooperative approach enhances the ability of freshmen and sophomores to apply the quantitative reasoning they learned to new problems. Most participants prefer learning in a cooperative setting rather than the individual approach. We suggest that cooperative learning can help develop quantitative reasoning in undergraduate science classes.
Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required the undergraduate students to process geological data, represent the processed data graphically in a ternary diagram, and interpret the results in terms of geological environments.
Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required the undergraduate students to process geological data, represent the processed data graphically in a ternary diagram, and interpret the results in terms of geological environments.
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Alex T. St. Louis and Hayat Hokayem
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Corey Shanbrom, Michelle Norris, Caitlin Esgana, Matthew Krauel, Vincent Pigno, and Jennifer Lundmark
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Patricia Morrell and Adele Schepige
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Guang Jin, Alicia Wodika, Rebekka Darner, and Jianwei Lai
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Colin Harrison, Clarke Britton, Hannah Shin, and Yassin Watson
Research & Teaching
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, and Malcolm Schug
feature
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Lekelia D. Jenkins
special feature
Insights From the Morehouse College Ronald E. McNair Post-Baccalaureate Achievement Program Virtual Summer Research Program
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Ethell Vereen, Munichia McCalla, Joshua Fullerton, and Cynthia Trawick