Join
Archive: Science Update: Is Cancer Inevitable? July 14, 2022
What should teachers, their students, and the general public know about the current state of cancer diagnoses, research, and treatments, and what opportunities exist for studies that could lead to contributing careers? Join Johns Hopkins University Bloomberg Distinguished Professor of Cancer Biology Dr. Ashiani Weeraratna for an inside look at what this top five cancer researcher* knows, and how her work, and that of others, is prompting whispers of a cure. (*National Cancer Institute, 2021).
What should teachers, their students, and the general public know about the current state of cancer diagnoses, research, and treatments, and what opportunities exist for studies that could lead to contributing careers? Join Johns Hopkins University Bloomberg Distinguished Professor of Cancer Biology Dr. Ashiani Weeraratna for an inside look at what this top five cancer researcher* knows, and how her work, and that of others, is prompting whispers of a cure. (*National Cancer Institute, 2021).
What should teachers, their students, and the general public know about the current state of cancer diagnoses, research, and treatments, and what opportunities exist for studies that could lead to contributing careers? Join Johns Hopkins University Bloomberg Distinguished Professor of Cancer Biology Dr. Ashiani Weeraratna for an inside look at what this top five cancer researcher* knows, and how her work, and that of others, is prompting whispers of a cure. (*National Cancer Institute, 2021).
What should teachers, their students, and the general public know about the current state of cancer diagnoses, research, and treatments, and what opportunities exist for studies that could lead to contributing careers? Join Johns Hopkins University Bloomberg Distinguished Professor of Cancer Biology Dr. Ashiani Weeraratna for an inside look at what this top five cancer researcher* knows, and how her work, and that of others, is prompting whispers of a cure. (*National Cancer Institute, 2021).
Feature
Using Human-Centered Design to Enhance the Guest Experience at the Dallas Arboretum
Connected Science Learning May-June 2022 (Volume 4, Issue 3)
By Rob Rouse, Dara Rossi, and Dustin Miller
Freebies for Science and STEM Teachers/From the Field, May 24, 2022
By Debra Shapiro
Press Release
Shell USA Inc. and NSTA Announce 2022 Shell Urban Science Educator Development Award Winners
What’s the Catch?
Understanding and Managing Fisheries in Response to Climate Change
By Margaret A. Holzer, Carrie A. Ferraro, Malin L. Pinsky, Rebecca L. Selden, Eva A. Papaioannou
Brief
Connecting Educators Through Equitable and Reflective Practice
Freebies for Science and STEM Teachers/From the Field, May 17, 2022
By Debra Shapiro
Research & Teaching
An Adapted Journal Club Approach
Integrating Contemporary Literature Into the Undergraduate Classroom
Journal of College Science Teaching—May/June 2022 (Volume 51, Issue 5)
By Melissa Eslinger, Sydney Alekseyev, and Helen Schroeder
Students must be able to evaluate primary literature, yet few options exist within the undergraduate curriculum to develop the necessary skills. In this article, we offer an adapted journal club that provides students opportunities to critically analyze selected research articles, emphasizing scientific communication, critical thinking, and practical application of coursework. We include the primary instruments of the adapted journal club, teaching tips, and guided implementation recommendations, including tools to pre-designate student roles to examine specific aspects of the article. Using their preclass homework as a guide, students present their respective portions to the class as the class gains a collective understanding of the research design, experimental approach, and relative merits. This student-centric learning approach achieved significant gains in scientific literacy. Our data show a 37% increase in student abilities to analyze study design, a 61% gain in discerning primary from secondary sources, and gains of between 61% and 76% in the confidence to lead content-specific scientific discussions. We present this approach and suggest that grades, self-assessments, and surveys illustrate the benefits of the adapted journal club for the undergraduate learning experience.