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Student, Graduate, and Faculty Perspectives on Fledgling Content-Based Doctoral Programs in Science and Mathematics Education: Producing a Professoriate as Well Trained to Teach as to Research

Journal of College Science Teaching—March/April 1999

For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
 

Pressure, Pressure Everywhere: Using raps and hands-on activities to teach about air pressure

Science and Children—February 1999

The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
 

Using Cooperative Learning to Introduce Undergraduates to Professional Literature: Assembling the "Jigsaw" Pieces in the Field of Environmental Communication

Journal of College Science Teaching—February 1999

The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
 

A Botany Laboratory Inquiry Experience: Investigating the Effect of Soil Resistance on Bean Seedling Emergence

Journal of College Science Teaching—December 1998/January 1999

This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
 

Favorite Demonstration: Floating Spinach Disks—An Uplifting Demonstration of Photosynthesis

Journal of College Science Teaching—December 1998/January 1999

This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.
You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.

Global Environmental Change: Introduced Species

Human activity has introduced species to ecosystems around the globe. Some species are benign or even beneficial; others, like zebra mussels, fire ants, and water hyacinths, are causing native species extinctions and damage to human systems. Can we balance human systems with natural processes? Seven activities—using pillbugs, the school grounds, species dispersal maps, and introductory genetics—provide students with the skills they need to address this important global question.
Human activity has introduced species to ecosystems around the globe. Some species are benign or even beneficial; others, like zebra mussels, fire ants, and water hyacinths, are causing native species extinctions and damage to human systems. Can we balance human systems with natural processes? Seven activities—using pillbugs, the school grounds, species dispersal maps, and introductory genetics—provide students with the skills they need to address this important global question.

Ten-Minute Field Trips: A Teachers's Guide to Using the Schoolgrounds for Environmental Studies

You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.
You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.
 

Teaching General Biology for Nonmajors Through Community Service Projects

Journal of College Science Teaching—February 1997

In this article, the teacher reevaluated her teaching techniques and objectives for the general biology course for the nonscience major. In doing so, she felt a change in content, format, and emphasis was necessary. To inspire students to be open to the idea of learning science as an everyday occurrence and life-long process, and to help students know they are people who make a difference in the community, she developed a pilot program for students to do community service as part of their course grade. Developing a sense of responsibility and accomplishment was the objective along with students being involved and learning biology at the same time.
In this article, the teacher reevaluated her teaching techniques and objectives for the general biology course for the nonscience major. In doing so, she felt a change in content, format, and emphasis was necessary. To inspire students to be open to the idea of learning science as an everyday occurrence and life-long process, and to help students know they are people who make a difference in the community, she developed a pilot program for students to do community service as part of their course grade.
In this article, the teacher reevaluated her teaching techniques and objectives for the general biology course for the nonscience major. In doing so, she felt a change in content, format, and emphasis was necessary. To inspire students to be open to the idea of learning science as an everyday occurrence and life-long process, and to help students know they are people who make a difference in the community, she developed a pilot program for students to do community service as part of their course grade.

Global Environmental Change: Deforestation

Washington State’s Olympic Peninsula contains some of America’s only old-growth forest. Its timber supports local, regional, and even global economies. It also supports many biological species and provides a link in biogeochemical cycling. How can these roles be balanced? Using the Olympic Peninsula as a case study, this book introduces students to basic scientific themes and equips them with tools to increase their understanding of deforestation.
Washington State’s Olympic Peninsula contains some of America’s only old-growth forest. Its timber supports local, regional, and even global economies. It also supports many biological species and provides a link in biogeochemical cycling. How can these roles be balanced? Using the Olympic Peninsula as a case study, this book introduces students to basic scientific themes and equips them with tools to increase their understanding of deforestation.
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