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Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format
An Active Learning Approach
Journal of College Science Teaching—May/June 2019 (Volume 48, Issue 5)
By Robert Idsardi, Daniel A. Hahn, Julie R. Bokor and Julie A. Luft
Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic science research projects using the 5E lesson format. Included is a description of the 5Es and a template for creating a 5E lesson. A description of the authors’ scientific research and the resulting 5E lesson for an introductory biology course are provided as an example of this approach. In the lesson described, students collected, analyzed, and interpreted data to construct explanations about the potential for evolution to occur in response to climate change. This approach supported students in learning core concepts and science practices and allowed the instructors to implement an active learning environment based on national science reforms. The results of this exploratory study and the rich descriptions of the lesson design should be used to raise awareness of one active-learning approach. Scientists can consider using this approach in their own teaching, and science education researchers can consider this approach in future comparative studies across various active-learning approaches.
Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic science research projects using the 5E lesson format. Included is a description of the 5Es and a template for creating a 5E lesson. A description of the authors’ scientific research and the resulting 5E lesson for an introductory biology course are provided as an example of this approach.
Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic science research projects using the 5E lesson format. Included is a description of the 5Es and a template for creating a 5E lesson. A description of the authors’ scientific research and the resulting 5E lesson for an introductory biology course are provided as an example of this approach.
Point of View
Focusing on Learning as a Marker of Success for Underrepresented Students
Journal of College Science Teaching—May/June 2019 (Volume 48, Issue 5)
By Heidi S. Fencl
Virtual Family Science Events
By Jim McDonald, Katie Demick, and Peyton Kopinski
Posted on 2020-12-18
Adapting Amid Adversity: Data About STEM Teachers Supporting Self-Direction and Classroom Community in Fall 2020
By Jessica Sickler and Michelle Lentzner
Posted on 2020-12-18
Research & Teaching
Developing and Implementing a Campus-Wide Professional Development Program: Successes and Challenges
Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)
By Melissa Vosen Callens, Paul Kelter, Jill Motschenbacher, James Nyachwaya, Jared L. Ladbury and Anna M. Semanko
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEM-based “gateway” courses, and developing student persistence in STEM learning. The program, which began in 2015, works with cohorts of 30 STEM faculty for 2 years per cohort and includes 10 days of workshops; faculty learning communities; and a research component that examines the who, what, when, why, and how of change in classroom teaching and curriculum development. To date, 12,547 students at North Dakota State University have been taught by at least one Gateways-ND–trained faculty member. The Gateways-ND leadership team is seeing positive change in teaching and in student attitudes toward learning. With administrative buy-in, minor internal funding, and commitment from pedagogical experts, we believe institutions can move from a lecture-based instructional “norm” to an active learning–based norm without external funding.
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEM-based “gateway” courses, and developing student persistence in STEM learning.
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEM-based “gateway” courses, and developing student persistence in STEM learning.
research & teaching
The Efficacy of Flipped Laboratory Multiperspective Videos in Skill Acquisition
In recent years, video-based lectures have been increasingly used in education as part of flipped classroom approaches, adult education, distance learning, and other applications. Though approaches in video-based lectures have been widely studied, less has been reported in the development of approaches to teach relevant technical skills, such as laboratory techniques. This type of skill acquisition is made more complicated by the need to understand what a skilled person would be looking at, what they might be doing (while monitoring something else visually), and what subtle interplay these two might have. Here, we report a multiperspective video approach that allows a viewer to see both what a skilled person would be watching and doing while guiding the viewer’s attention between these domains. We compare two cohorts of students (one faculty-trained in class, the other trained via this video-based approach) and examine how well each group performed a task with a clearly defined numerical “right answer.” We find that both approaches were equivalent in fostering skill acquisition and that similar approaches should be valid in various space-separated teaching approaches (e.g., distance learning, flipped classrooms).
In recent years, video-based lectures have been increasingly used in education as part of flipped classroom approaches, adult education, distance learning, and other applications. Though approaches in video-based lectures have been widely studied, less has been reported in the development of approaches to teach relevant technical skills, such as laboratory techniques.
In recent years, video-based lectures have been increasingly used in education as part of flipped classroom approaches, adult education, distance learning, and other applications. Though approaches in video-based lectures have been widely studied, less has been reported in the development of approaches to teach relevant technical skills, such as laboratory techniques.
research & teaching
An Exam Wrapper Intervention in Organic Chemistry I
Impact on Course Performance and Study Behavior
Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)
By Edith Rosales, Alla Chavarga, Evan Grandoit, Shoshana Mayer, Natasha Hackman, Milushka Elbulok-Charcape, Alison C. Domzalski and Gail Horowitz
This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university. The treatment group received an exam wrapper intervention, a series of four written exercises administered throughout the semester designed to enhance students’ academic self-regulation by promoting self-reflection and study strategy planning. Treatment students were found to significantly outperform control students in the course overall, as well as on a common final exam question. Additionally, data indicated that the exam wrappers may have triggered weaker students to consider their performance and withdraw at significantly higher rates than control students. Exam wrappers show excellent promise as an interventional method for other gateway science, technology, engineering, and mathematics (STEM) courses in addition to Organic Chemistry. They can be easily administered using course management software, they involve no cost, and they require negligible curricular modification and minimal instructor effort.
This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university. The treatment group received an exam wrapper intervention, a series of four written exercises administered throughout the semester designed to enhance students’ academic self-regulation by promoting self-reflection and study strategy planning. Treatment students were found to significantly outperform control students in the course overall, as well as on a common final exam question.
This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university. The treatment group received an exam wrapper intervention, a series of four written exercises administered throughout the semester designed to enhance students’ academic self-regulation by promoting self-reflection and study strategy planning. Treatment students were found to significantly outperform control students in the course overall, as well as on a common final exam question.
research & teaching
Who Gets Helped?
The Opportunity Structure of the College Physics Classroom, Peer Instruction, and Perceptions of Help Seeking
Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)
By Michael Brown and Robert M. DeMonbrun
Although peer interaction in the college classroom may benefit some students by developing peer networks for future collaborations, prior research has suggested that these relationships most often benefit students from overrepresented communities, while minoritized student populations may gain less from these experiences. In this article, we explore the opportunity structure in a physics course to identify differences in perception of classroom community among students. Using multinomial logistic regression (n = 551), initial findings suggest that students who collaborated had higher odds of identifying their relationships as equally beneficial. Among those who perceived differences in their relationships, White students were more likely to report they received help, and minoritzed students were more likely to report providing help, especially when they worked in homophilous pairs.
Although peer interaction in the college classroom may benefit some students by developing peer networks for future collaborations, prior research has suggested that these relationships most often benefit students from overrepresented communities, while minoritized student populations may gain less from these experiences. In this article, we explore the opportunity structure in a physics course to identify differences in perception of classroom community among students.
Although peer interaction in the college classroom may benefit some students by developing peer networks for future collaborations, prior research has suggested that these relationships most often benefit students from overrepresented communities, while minoritized student populations may gain less from these experiences. In this article, we explore the opportunity structure in a physics course to identify differences in perception of classroom community among students.
research & teaching
Integrating Engineering Design in Undergraduate Biology Using a Life Science Design Task
Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)
By Jeffrey D. Radloff, Selcen Guzey, David Eichinger and Brenda M. Capobianco
This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting. The task, informed by a three-dimensional learning approach, required preservice teachers to research and model the process and use of composting to help the citizens of Puerto Rico recover after the destruction caused by Hurricanes Irma and Maria. Data were gathered using concept assessments, design task assignments, and critical course reflections. Findings indicated that students made significant science learning gains, demonstrated knowledge about modeling, and exhibited an informed perspective of the design task as personally relevant. By exploring the initial implementation of the compost design experience, the authors aim to make visible the potential benefits of introducing an engineering design task informed by a three-dimensional learning approach on student science learning and relevancy.
This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting. The task, informed by a three-dimensional learning approach, required preservice teachers to research and model the process and use of composting to help the citizens of Puerto Rico recover after the destruction caused by Hurricanes Irma and Maria. Data were gathered using concept assessments, design task assignments, and critical course reflections.
This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting. The task, informed by a three-dimensional learning approach, required preservice teachers to research and model the process and use of composting to help the citizens of Puerto Rico recover after the destruction caused by Hurricanes Irma and Maria. Data were gathered using concept assessments, design task assignments, and critical course reflections.
feature
Promoting STEM Persistence Through an Innovative Field Trip–Based First-Year Experience Course
Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)
By Emma Kamen and Alessandra Leri
At our small liberal arts college, we recently introduced a field trip–based course as a requirement for all first-year science majors. This course, entitled “The Urban Ecosystem,” explores various aspects of science and technology using our city (New York) as a case study. Beyond its curricular content, the Urban Ecosystem course has two pragmatic goals: (a) to promote persistence in STEM, and (b) to help students adapt to college life on our urban campus. In this study, we seek to understand the impact of various innovative aspects of the course on students’ adaptation to a college STEM program. We describe how each course component addresses a key factor associated with STEM attrition, and we report 2 years of survey data from course participants to assess the effectiveness of our methods. We find that students benefit particularly from the social bonding aspects of the course, and we link the experience of the course with record second-year retention among our life science majors. Ultimately, longer term retention data will allow examination of the broader impact of an interactive first-year experience course on undergraduate STEM persistence.