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A Course-Based Research and Teaching Experience for Science Majors and Preservice Educators
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Timothy Stewart, Janette Thompson, Kristina Tank, Joanne Olson, Michael Rentz, and Peter Wolter
We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication. Students apply their learning by educating local school groups on ecological concepts in the field and share their scholarship with faculty, peers, and community partners during a poster symposium. Each student team completes a research project and teaching activity proposal, conducts research and develops a teaching activity, and writes a research paper and lesson plan in the format of a professional manuscript. Teams use mentor feedback and their reflections on drafts and practice sessions to improve the research proposal and paper, teaching lesson plan, delivery of the teaching activity, and poster presentation.
We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication.
We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication.
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That’s How the Kangaroo Bounces
A Biological Case Study to Teach Energy Concepts
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Erin M. Craig, Sydney Galbreath, Timothy Sorey, and Derek Ricketson
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping. Similar to a ball, kangaroos transform elastic potential energy into kinetic energy to power their “bouncing.” Unlike the bouncing ball, kangaroos gain additional potential energy through metabolic processes. Students follow a sequence of guided tutorials that facilitate small-group learning as they evaluate quantitative data from video analysis with metabolic energy expenditures from literature to synthesize a real-world understanding of energy transformations. In this article, we describe learning progressions, practical tips for teaching, and lessons learned in this activity covering energy transformations.
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
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Teaching and Learning About Global Climate Change Online
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Emily van Zee, Elizabeth Gire, Kelby T. Hahn, and Mackenzie Belden
Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course. In the unit on global climate change, for example, we continued engaging students in documenting their initial and evolving ideas; exploring the greenhouse effect; examining evidence of increasing global temperatures, rising sea levels, and melting glaciers; modeling causes of rising sea levels; considering ways individuals, communities, states, nations, and international organizations are taking action; and making connections to education policies such as the Next Generation Science Standards. Key aspects of this course have been creating opportunities for formative assessment and fostering a sense of community.
Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course.
Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course.
Point of View
Catalyzing the Advancement of Diversity, Equity, and Inclusion in Chemical Education
Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)
By Reginald Rogers and Todd Pagano
Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance. Continuous reflection by faculty is an essential component for the improvement process, as are understanding value and embracing change. Strategies for making students feel a sense of belonging in a course, research laboratory, and discipline include ensuring the educational climate is safe, accessible, and respectful; making the learning experience relatable and providing access to role models; and providing research experiences and exposure to the field. While the focus of this Point of View is on chemical education, the conversation and best practices are applicable and extend to teaching and mentoring in other fields of science.
Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance.
Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance.
online extra
The Magic School Bus and Beyond
Considering the potential of hybrid texts in the elementary science classroom
Why Does My Chest Hurt?
Coronary Artery Disease and the Consequences of Environmental Exposure to PFAS
By John B. Chiari, Jillian Giblin, Courtney L. McGinnis
Press Release