Motivation and collaboration intersect in important ways in a science classroom. One important motivational component of collaborative work is what students understand the goal of that work to be (Ames 1992). When students feel they are competing, especially within their own groups, to get the highest grade, complete the task fastest, or show that they are smart (ego orientation), they can view collaboration as an impediment to those goals and show less willingness to cooperate (Rogat and Linnenbrink-Garcia 2019). A high-achieving student might take control to ensure that her group’s product shines and reflects well on her—but then gets frustrated feeling like she’s “doing all the work.” Another student who lacks confidence might use the collaboration to skate by, making small contributions to avoid the group’s wrath but not otherwise challenging himself. By contrast, if teachers can cultivate a learning orientation such that developing deeper understanding is the goal, students work more effectively in teams (Hijzen, Boekaerts, and Vedder 2007). Collaboration becomes an essential tool for three-dimensional science learning because diverse perspectives, ideas, and approaches all contribute to making sense of phenomena and solving problems (Table 1).

Students with visual impairments are often the only students at their school who read braille. They often do not participate in science fairs, in some cases because of low expectations on the part of educators and in other cases because of accessibility challenges. Yet science fairs are a valuable way for students to build skills (Welsh, Hedenstrom, and Koomen 2020). The Next Generation Science Standards (NGSS) focus on engineering design in the middle school years while testing models where only one variable is changed from trial to trial (NGSS Lead States 2013). The emphasis is on design and communicating about the data gathered, analyzed, and interpreted. With adaptations, students with visual impairments can, and do, learn these skills.

Beginning in January 2024, NSTA’s journals will be hosted on the T&F Online platform (https://www.tandfonline.com). NSTA’s journals will be an excellent addition to T&F’s world-leading education journals portfolio and will receive dedicated support and attention to ensure their success. 

Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger. In this analogy, the student is seen as a consumer of knowledge. Academic food sovereignty, on the other hand, aims to shift the focus from student knowledge consumership to student knowledge producership. Our efforts to democratize authentic undergraduate research experiences and our computational biology approach to the discovery and analysis of sea star ovarian gene expression aim to shift the paradigm to sustainably realize “academic food sovereignty.” Essential for this paradigm shift is the realization that faculty of community colleges and primarily undergraduate institutions can be valued in equal partnership with research-intensive institutions. In this article, we report how a genuine, sustainable inter-institutional partnership formed; developed into a community-college centric, authentic course-based undergraduate research experience (aCURE); and evolved into a pandemic-resilient small tri-institutional networked aCURE. Qualitative and quantitative data on the impacts of our efforts are presented, and the broader impacts of this academic bridging and learner-autonomy-respecting bidirectional partnership are discussed. Sustainability is essential for “academic food sovereignty,” and we emphasize the many legs of the proverbial stool for stability in the future.

Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required the undergraduate students to process geological data, represent the processed data graphically in a ternary diagram, and interpret the results in terms of geological environments. Students were assigned to groups in which they were asked to either work in pairs (experimental group) or individually (control group) on the tasks. Students’ performance on questions related to ternary diagrams on the test and their feedback in the evaluation survey indicate that the cooperative approach enhances the ability of freshmen and sophomores to apply the quantitative reasoning they learned to new problems. Most participants prefer learning in a cooperative setting rather than the individual approach. We suggest that cooperative learning can help develop quantitative reasoning in undergraduate science classes.

This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and students in an inquiry-based class to the view of the scientists who taught the course. We administered the Views of Nature of Science Form C (VNOS-C) to identify students’ views after partaking in two different pedagogical-style courses (either the traditional course or inquiry-based course). We report on two aspects of VNOS-C: definition and explanation of science and role of creativity and imagination within the scientific process. The data showed that the students in the inquiry-based section held slightly more concrete views of creativity and imagination in science and more informed views of science and that they held similar NOS views to the scientist. This study shows that even if you teach inquiry as means, students tend to form transitional or even informed views of the roles of imagination and creativity in the scientific endeavor. 

The Peer Assisted Learning (PAL) program at Sacramento State was established in 2012 with one section supporting introductory chemistry. The program now serves 17 courses with high rates of students who receive a D or an F or withdraw (DFW) from the course in biology, chemistry, mathematics, physics, and statistics; the program enrolls approximately 1,400 students annually. Adapting the Peer-Led Team Learning model, PAL facilitators do not teach, tutor, or even confirm answers; they ask scaffolding questions, provide encouragement, and ensure that all group members participate in problem-solving. Each PAL section is an optional credit-bearing course that supplements the targeted parent science, technology, engineering, and mathematics (STEM) course. In this article, we assess the efficacy of the program in terms of student success in the parent course. As PAL is an opt-in program, we employ propensity score matching techniques to account for confounding factors. Our analysis shows that the mean course grade point average is 1.98 for matched nonparticipants and 2.40 for matched PAL participants, indicating that the program provides an average bump of 0.42 points in the parent course. We consider data from more than 25,000 students, and our propensity score analysis uses more than 10,000 students (4,519 PAL and 5,814 non-PAL) for whom appropriate matches could be found.

The purposes of this study were to examine preservice elementary teachers’ conception of the water cycle; determine if participating in a conceptual change–based role-play alters these conceptions; and ascertain if any conceptual change brought about by the intervention is lasting. We found that most of our students held naive conceptions of the water cycle. Participating in an activity based on a conceptual change model did broaden participants’ notions of the water cycle, and those more sophisticated ideas held for at least 3 months. The students were able to see how a lesson planned using the model could bring about conceptual change for themselves, which hopefully provided the impetus for them to include the model in their own instructional planning. The conceptual change model likely can be applied to any concept to improve understanding.

Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM undergraduates taught completely online during a 6-week summer term and a 16-week fall term. Student outcomes were measured as indicators of the effectiveness of our pedagogical strategies. Results suggest that student engagement in integration and resolution modes of cognitive presence are associated with students’ feelings of autonomy, competence, and relatedness. A positive trend of students moving toward accuracy goals during evidence evaluation was also observed, as students visited both sides of evidence at the same frequency or spent about the same amount of time evaluating both sides of evidence regardless of their voting decision at the end of the course. These findings suggest that scientific literacy among nonscientists may be fostered through repeated, supportive engagement in evidence evaluation.