JoinResearch and Teaching
What Does Course Design Mean to College Science and Mathematics Teachers?
What Does Course Design Mean to College Science and Mathematics Teachers?
By Gary A. Smith, Audriana Stark, and Julie Sanchez
The study shows that instructors, administrators, and faculty developers should view course design not only as a variety of individual approaches, but also as opportunities to stimulate networks to enhance the design process and its impact.
The study shows that instructors, administrators, and faculty developers should view course design not only as a variety of individual approaches, but also as opportunities to stimulate networks to enhance the design process and its impact.
The study shows that instructors, administrators, and faculty developers should view course design not only as a variety of individual approaches, but also as opportunities to stimulate networks to enhance the design process and its impact.
Research and Teaching
Construction Ahead: Evaluating Deployment Methods for Categorization Tasks as Precursors to Lecture
Construction Ahead: Evaluating Deployment Methods for Categorization Tasks as Precursors to Lecture
By Anne Marie A. Casper, Jacob M. Woodbury, William B. Davis, and Erika G. Offerdahl
The authors of this article briefly review the literature rationalizing sorting tasks as a preclass activity for fostering deep initial learning and transfer.
The authors of this article briefly review the literature rationalizing sorting tasks as a preclass activity for fostering deep initial learning and transfer.
The authors of this article briefly review the literature rationalizing sorting tasks as a preclass activity for fostering deep initial learning and transfer.
Research and Teaching
Two-Stage (Collaborative) Testing in Science Teaching: Does It Improve Grades on Short-Answer Questions and Retention of Material?
By Genevieve Newton, Rebecca Rajakaruna, Verena Kulak, William Albabish, Brett H. Gilley, and Kerry Ritchie
The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and long-term knowledge retention, and (c) whether there are differences in knowledge retention based on question type.
The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and long-term knowledge retention, and (c) whether there are differences in knowledge retention based on question type.
The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and long-term knowledge retention, and (c) whether there are differences in knowledge retention based on question type.
Research and Teaching
Technology Meets Pedagogy: Comparing Classroom Response Systems
Technology Meets Pedagogy: Comparing Classroom Response Systems
By Andrew J. Petto
The author of this article explores the impact of different student response systems in successive years in a general education human biology course.
The author of this article explores the impact of different student response systems in successive years in a general education human biology course.
The author of this article explores the impact of different student response systems in successive years in a general education human biology course.
Case Study
Creating a Video Case Study
By Annie Prud’homme-Généreux, J. Phil Gibson, and Melissa Csikari
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This issue describes how to create a video case study.
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This issue describes how to create a video case study.
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This issue describes how to create a video case study.
Two-Year Community
Guided Inquiry-Based Activities Positively Impact Learning in Community College Courses
Guided Inquiry-Based Activities Positively Impact Learning in Community College Courses
By Farshad Tamari and Ivan Shun Ho
This article seeks to determine whether inquiry-based learning positively impacts undergraduate student learning and performance.
This article seeks to determine whether inquiry-based learning positively impacts undergraduate student learning and performance.
This article seeks to determine whether inquiry-based learning positively impacts undergraduate student learning and performance.
Editorial
Good News for Post-Secondary Educators
Good News for Post-Secondary Educators
By David Wojnowski, PhD, Elizabeth Allan, PhD
The Journal of College Science Teaching’s editor shares thoughts regarding the current issue.
The Journal of College Science Teaching’s editor shares thoughts regarding the current issue.
The Journal of College Science Teaching’s editor shares thoughts regarding the current issue.
What’s Important: An Exploratory Analysis of Student Evaluations About Physics Professors on RateMyProfessors.com
By Mihwa Park
This study explores students’ evaluations of their introductory physics professors posted on RateMyProfessors.com.
This study explores students’ evaluations of their introductory physics professors posted on RateMyProfessors.com.
This study explores students’ evaluations of their introductory physics professors posted on RateMyProfessors.com.
Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format
Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format
By Emily K. Faulconer, Laura S. Faulconer, and James R. Hanamean
This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a chemistry lab course.
This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a chemistry lab course.
This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a chemistry lab course.
A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving
By Caroline L. Dahlberg, Benjamin L. Wiggins, Suzanne R. Lee, David S. Leaf, Leah S. Lily, Hannah Jordt, and Tiara J. Johnson
This article describes how a short, course-based research module that provides metacognitive training in a high-enrollment biology course enhances complexity of student responses to a research-related problem-solving exercise.
This article describes how a short, course-based research module that provides metacognitive training in a high-enrollment biology course enhances complexity of student responses to a research-related problem-solving exercise.
This article describes how a short, course-based research module that provides metacognitive training in a high-enrollment biology course enhances complexity of student responses to a research-related problem-solving exercise.