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FEATURE

Exploring the Effects of a Neglected Area

The United Nations Sustainable Development Goals in Science Education

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Emma Tribble, Rohan Skariah, Emily Tran, and Ozcan Gulacar

One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions. One of our previous studies investigated the effect of learning about phosphate sustainability on general chemistry students’ perceptions of science relevancy. The positive outcomes encouraged our group to develop several comprehensive Prezi modules to introduce the United Nations Sustainable Development Goals (SDGs) in science classes and reveal their connections to the topics taught in schools. The overall objectives of this project are to suggest an effective and meaningful method to make science relevant to students, enhance their sustainability awareness, and encourage them to take actions to help the global community achieve the SDGs. In this article, we explain the contents and structures of the presentations and discuss their potential uses in science classrooms to improve students’ curiosity and engagement.

 

One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions.
One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in pursuing a degree in STEM fields, educators highlight the role of science in explaining environmental issues and generating potential solutions.
 

feature

Gender Inequities Throughout STEM

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Alexandru Maries, Kyle Whitcomb, and Chandralekha Singh

Efforts to promote equity and inclusion using evidence-based approaches are vital to correcting long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, including in many STEM disciplines. We used 10 years of institutional data from a large public university to investigate the grade point average trends in different STEM disciplines for men and women who declared a major and then either completed the degree or dropped the major after declaring it. We found alarming trends, such as that women who dropped majors on average earned higher grades than men, and in some STEM majors, women who dropped the majors were earning comparable grades to men who persisted in those majors. While these quantitative findings call for a deeper understanding of the reasons women and men drop a major, we provide suggestions for approaches to make learning environments more equitable and inclusive so traditionally excluded groups can have a higher sense of belonging and thrive.

 

Efforts to promote equity and inclusion using evidence-based approaches are vital to correcting long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, including in many STEM disciplines. We used 10 years of institutional data from a large public university to investigate the grade point average trends in different STEM disciplines for men and women who declared a major and then either completed the degree or dropped the major after declaring it.
Efforts to promote equity and inclusion using evidence-based approaches are vital to correcting long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, including in many STEM disciplines. We used 10 years of institutional data from a large public university to investigate the grade point average trends in different STEM disciplines for men and women who declared a major and then either completed the degree or dropped the major after declaring it.
 

feature

From Balancing Redox Reactions to Determining Change of Oxidation Numbers

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Pong Kau Yuen and Cheng Man Diana Lau

Redox reaction is a core concept in teaching and learning chemistry. This article explores a new method for balancing organic redox reactions that requires the balancing of both atoms and charges. The H+, O, H2O, and e– are used as balanced vehicles in two half reactions. A non-oxidation number approach can be applied to both molecular and ionic equations. The article also provides standard operating procedures and examples. The number of transferred electrons is first determined by balancing a half redox reaction; consequently; the change of oxidation numbers can be calculated. The mathematical equation of Te– = n Te– = n ΔON is established, and the change of oxidation numbers (ΔON) can be counted by the number of transferred electrons (Te–) and the number of atoms with oxidation numbers change (n). By using this mathematical equation as a new approach, students can conveniently calculate the change of mean oxidation numbers for an assigned atom in a half redox reaction.

 

Redox reaction is a core concept in teaching and learning chemistry. This article explores a new method for balancing organic redox reactions that requires the balancing of both atoms and charges. The H+, O, H2O, and e– are used as balanced vehicles in two half reactions. A non-oxidation number approach can be applied to both molecular and ionic equations. The article also provides standard operating procedures and examples.
Redox reaction is a core concept in teaching and learning chemistry. This article explores a new method for balancing organic redox reactions that requires the balancing of both atoms and charges. The H+, O, H2O, and e– are used as balanced vehicles in two half reactions. A non-oxidation number approach can be applied to both molecular and ionic equations. The article also provides standard operating procedures and examples.
 

special section

Using an Instructional Team During Pandemic Remote Teaching Enhanced Student Outcomes in a Large STEM Course

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Susan D. Hester, Jordan M. Elliott, Lindsey K. Navis, L. Tori Hidalgo, Young Ae Kim, Paul Blowers, Lisa K. Elfring, Karie L. Lattimore, and Vicente Talanquer

The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team—a group of student assistants with diverse, structured responsibilities—to adapt her large-enrollment (>500 students) introductory chemistry course to a live-remote format, as well as the impact the team’s involvement had on students’ reported experiences of online learning. We found that the instructional team’s involvement was instrumental in adapting the course to the live-remote online format. The integration of the instructional team had a significant positive impact on students’ experiences in the course, including their perceptions of social and cognitive engagement and teacher presence. Students in the section with the integrated instructional team also outperformed students in other sections of the same course on standardized course exams and final course grade. These results suggest that a structured instructional team composed of students can be a mechanism for promoting positive student experiences and learning in large-enrollment, remote STEM courses.

 

The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team—a group of student assistants with diverse, structured responsibilities—to adapt her large-enrollment (>500 students) introductory chemistry course to a live-remote format, as well as the impact the team’s involvement had on students’ reported experiences of online learning.
The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team—a group of student assistants with diverse, structured responsibilities—to adapt her large-enrollment (>500 students) introductory chemistry course to a live-remote format, as well as the impact the team’s involvement had on students’ reported experiences of online learning.
 

special section

Addressing the COVID-19 Pandemic in Introductory Psychology Using the Jigsaw Method Adapted for Remote Learning

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Monica Kim Ngan Thieu, John C. Foo, and Caroline B. Marvin

People’s ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world applications of psychological research in which students applied results from empirical papers to address current issues and integrated their findings into group projects. In this article, we discuss a module focusing on how children’s development might be impacted by different COVID-19 pandemic school opening policies. We found that students successfully applied empirical results to inform approaches to public policy. Our experience can offer guidance to future STEM instructors incorporating current events into course content to support student learning in a virtual learning environment.

 

People’s ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world applications of psychological research in which students applied results from empirical papers to address current issues and integrated their findings into group projects.
People’s ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world applications of psychological research in which students applied results from empirical papers to address current issues and integrated their findings into group projects.
 

From the Field: Events and Opportunities, January 25, 2022

By Debra Shapiro

From the Field: Events and Opportunities, January 25, 2022

Picture-Perfect STEM Train-the-Trainer

Would you like to learn to present the Picture-Perfect STEM Workshop to teachers in your school or district? If that's the case, please register to attend this two-hour Picture-Perfect STEM Train-the-Trainer virtual session.

*The Virtual Picture-Perfect STEM Workshop with the Authors is a prerequisite for this Train-the-Trainer opportunity.

Would you like to learn to present the Picture-Perfect STEM Workshop to teachers in your school or district? If that's the case, please register to attend this two-hour Picture-Perfect STEM Train-the-Trainer virtual session.

*The Virtual Picture-Perfect STEM Workshop with the Authors is a prerequisite for this Train-the-Trainer opportunity.

Would you like to learn to present the Picture-Perfect STEM Workshop to teachers in your school or district? If that's the case, please register to attend this two-hour Picture-Perfect STEM Train-the-Trainer virtual session.

*The Virtual Picture-Perfect STEM Workshop with the Authors is a prerequisite for this Train-the-Trainer opportunity.

Would you like to learn to present the Picture-Perfect STEM Workshop to teachers in your school or district? If that's the case, please register to attend this two-hour Picture-Perfect STEM Train-the-Trainer virtual session.

*The Virtual Picture-Perfect STEM Workshop with the Authors is a prerequisite for this Train-the-Trainer opportunity.

Would you like to learn to present the Picture-Perfect STEM Workshop to teachers in your school or district? If that's the case, please register to attend this two-hour Picture-Perfect STEM Train-the-Trainer virtual session.

*The Virtual Picture-Perfect STEM Workshop with the Authors is a prerequisite for this Train-the-Trainer opportunity.

Picture-Perfect STEM Virtual Workshop with the Authors

Join the authors for a Virtual Picture-Perfect STEM Workshop! Participate in three, 2-hour sessions of live, interactive professional learning with Karen Ansberry and Emily Morgan.

This workshop will give you the skills, confidence, AND lessons to begin teaching Picture-Perfect STEM Lessons!

Join the authors for a Virtual Picture-Perfect STEM Workshop! Participate in three, 2-hour sessions of live, interactive professional learning with Karen Ansberry and Emily Morgan.

This workshop will give you the skills, confidence, AND lessons to begin teaching Picture-Perfect STEM Lessons!

Join the authors for a Virtual Picture-Perfect STEM Workshop! Participate in three, 2-hour sessions of live, interactive professional learning with Karen Ansberry and Emily Morgan.

This workshop will give you the skills, confidence, AND lessons to begin teaching Picture-Perfect STEM Lessons!

Join the authors for a Virtual Picture-Perfect STEM Workshop! Participate in three, 2-hour sessions of live, interactive professional learning with Karen Ansberry and Emily Morgan.

This workshop will give you the skills, confidence, AND lessons to begin teaching Picture-Perfect STEM Lessons!

Join the authors for a Virtual Picture-Perfect STEM Workshop! Participate in three, 2-hour sessions of live, interactive professional learning with Karen Ansberry and Emily Morgan.

This workshop will give you the skills, confidence, AND lessons to begin teaching Picture-Perfect STEM Lessons!

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