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Next Gen Navigator

Anti-Racism in the Middle School Science Classroom

By Rosanna Ayers, Yasmine Shakoor-Asadi, and Dr. Cheryl Talley

Posted on 2020-10-29

 

Next Gen Navigator

Incorporating Anti-Racism in Elementary Science

By Brandon Davis and Dr. Terra Tiller Smith

Posted on 2020-10-29

 

Press Release

Call for Submissions: The 2020-21 Shell Science Teaching Award

$10,000 Cash Prize and All-Expense Paid Trip to Attend a Future NSTA National Conference to be Awarded for Exemplary Science Teaching

 

The Human Body: The Appendix

By Becky Stewart

Posted on 2020-10-27

 

In Memoriam: Uri Haber-Schaim

By Debra Shapiro

Posted on 2020-10-26

 

From the Field: Events and Opportunities, October 27, 2020

By Debra Shapiro

From the Field: Events and Opportunities, October 27, 2020

Download and read a sample chapter from this book to learn more.
 The authors of this book have been in your shoes. These experienced science teachers know what it’s like to work with students who struggle to understand their science texts. Once Upon a Physical Science Book came about because they couldn’t find a resource that shows how to integrate reading, writing, and physical science—so they wrote one themselves.
Download and read a sample chapter from this book to learn more.
 The authors of this book have been in your shoes. These experienced science teachers know what it’s like to work with students who struggle to understand their science texts. Once Upon a Physical Science Book came about because they couldn’t find a resource that shows how to integrate reading, writing, and physical science—so they wrote one themselves.
 

Press Release

New NSTA Book Helps Middle School Students Improve Their Skills in Both Physical Science and Reading

Archive: Teacher Tip Tuesday: Taking Familiar Digital Tools to the Next Level: Padlet and Jamboard, December 8, 2020

Whether in teaching and learning in a classroom or virtual space, digital tools can be leveraged as a means for students to share ideas, evaluate competing ideas, and give and receive critique. This month’s focus is Padlet and Jamboard. Explore how to take familiar tools like these to the next level and share your next-level ideas with others!

Whether in teaching and learning in a classroom or virtual space, digital tools can be leveraged as a means for students to share ideas, evaluate competing ideas, and give and receive critique. This month’s focus is Padlet and Jamboard. Explore how to take familiar tools like these to the next level and share your next-level ideas with others!

Whether in teaching and learning in a classroom or virtual space, digital tools can be leveraged as a means for students to share ideas, evaluate competing ideas, and give and receive critique. This month’s focus is Padlet and Jamboard. Explore how to take familiar tools like these to the next level and share your next-level ideas with others!

Whether in teaching and learning in a classroom or virtual space, digital tools can be leveraged as a means for students to share ideas, evaluate competing ideas, and give and receive critique. This month’s focus is Padlet and Jamboard. Explore how to take familiar tools like these to the next level and share your next-level ideas with others!

 

research and teaching

Comparison of Student Success Between High-Clicker and Low-Clicker Frequency in a Large-Enrollment Introductory Biology Course

Journal of College Science Teaching—November/December 2020 (Volume 50, Issue 2)

By Lauren Shea, Chantale Bégin, Christopher Osovitz, and Luanna Prevost

Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with different clicker frequencies: highly interactive with a high number of clicker questions and lecture-focused with low-clicker frequency. Students in the section with a high-clicker frequency had 15.2% greater learning gains (calculated based on pre- and postassessment scores) than students in the low-clicker frequency section. Postsemester evaluations showed that students found the low-clicker frequency classroom more interesting, however both sections ranked similarly in how students believed the class helped them understand the material. A better understanding of how clicker frequency impacts student success will allow instructors to use this technology more efficiently in courses. 

 

Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with different clicker frequencies: highly interactive with a high number of clicker questions and lecture-focused with low-clicker frequency.
Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with different clicker frequencies: highly interactive with a high number of clicker questions and lecture-focused with low-clicker frequency.
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