Join
Menu Search Join
 

feature

Teaching Social Justice in the Science Classroom

Exploring the Respiratory System and Climate Change

The Science Teacher—July/August 2023 (Volume 90, Issue 6)

By Emily Lisy

Teaching Social Justice in the Science Classroom

 

feature

Connecting the Science of Water to Students’ Communities

The Science Teacher—July/August 2023 (Volume 90, Issue 6)

By Molly German, Jessica Hernandez, and Rachel Scherr

Connecting the Science of Water to Students’ Communities

 

career of the month

Career of the Month: Agronomist

The Science Teacher—July/August 2023 (Volume 90, Issue 6)

By Luba Vangelova

Career of the Month: Agronomist

 

feature

Promoting Sensemaking Through an Impactful Instructional Sequence

The Science Teacher—July/August 2023 (Volume 90, Issue 6)

By Patrick L. Brown and Rodger W. Bybee

Promoting Sensemaking Through an Impactful Instructional Sequence

 

feature

Teaching Climate Change Through Educational Resources From America’s National Parks

The Science Teacher—July/August 2023 (Volume 90, Issue 6)

By Breanna C. Beaver, Shannon L. Navy, Annie Runde, Melissa Sladek, and Eve West

Teaching Climate Change Through Educational Resources From America’s National Parks

Archive: Safe Solar Eclipse Viewing Techniques and What School Administrators Need to Know, September 14, 2023

While many people think they need solar-viewing glasses to safely observe an eclipse, there are MANY safe alternatives.  This web seminar will demonstrate easy and practical ways to view the upcoming solar eclipses taking place on October 14, 2023 (annular) and April 8, 2024 (total).

In addition, key to a successful solar eclipse observing experience is getting school administrators on board – meaning talking with them early and often.  The web seminar will cover the key messages that need to be understood by school leadership.

While many people think they need solar-viewing glasses to safely observe an eclipse, there are MANY safe alternatives.  This web seminar will demonstrate easy and practical ways to view the upcoming solar eclipses taking place on October 14, 2023 (annular) and April 8, 2024 (total).

In addition, key to a successful solar eclipse observing experience is getting school administrators on board – meaning talking with them early and often.  The web seminar will cover the key messages that need to be understood by school leadership.

While many people think they need solar-viewing glasses to safely observe an eclipse, there are MANY safe alternatives.  This web seminar will demonstrate easy and practical ways to view the upcoming solar eclipses taking place on October 14, 2023 (annular) and April 8, 2024 (total).

In addition, key to a successful solar eclipse observing experience is getting school administrators on board – meaning talking with them early and often.  The web seminar will cover the key messages that need to be understood by school leadership.

While many people think they need solar-viewing glasses to safely observe an eclipse, there are MANY safe alternatives.  This web seminar will demonstrate easy and practical ways to view the upcoming solar eclipses taking place on October 14, 2023 (annular) and April 8, 2024 (total).

In addition, key to a successful solar eclipse observing experience is getting school administrators on board – meaning talking with them early and often.  The web seminar will cover the key messages that need to be understood by school leadership.

 

Special Report

Capturing Student and Instructor Experiences, Perceptions, and Reflections on Remote Learning and Teaching in Introductory Chemistry Courses During COVID-19

Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)

By Pouya Bahrami, Denice Blanco, Hannah Thetford, Li Ye, and Julia Y. K. Chan

The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning. These themes show that despite unprecedented challenges, students are capable of developing new ways of learning through a variety of approaches. Guided by action research and the Community of Inquiry framework, the two instructors acknowledged and reflected on students’ voices gathered from interview data, then designed and implemented custom pedagogical strategies in their remote courses in subsequent semesters. The collaboration and reflection between the two instructors provide an example of professional development for educators and how they can embrace challenges and transform them into opportunities for growth and learning. The article also discusses implications for improving the quality of remote instruction and connecting with relevant stakeholders.

 

The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning.
The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning.
 

Research & Teaching

Determination of the Helpfulness of Physics Exam Study Methods

Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)

By David Waters and Rahul Jilakara

This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension. Notably, students who do not perform as well prioritize study material order rather than method effectiveness. By promoting effective study techniques and addressing disparities between high and low achievers, instructors can enhance outcomes for all students. This study underscores the importance of tailored study approaches in introductory physics, empowering students with effective strategies for improved academic achievement and exam performance.

 

This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension.
This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension.
 

Research & Teaching

Nonmajor Students’ Use of Reflection to Enhance Biology Understanding and Relevance

Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)

By Nicole J. Thomas, Tina Vo, and Jaime Sabel

Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South. Students were asked to provide written responses and thoughts on a curated set of popular science articles. Student participants provided a total of three article reviews and two reflection papers over the course of 1 semester. These data were qualitatively coded and assessed for recurring themes both on an individual student level as well as across student cases. Our findings suggest that the students who were able to establish personal connections to biology through reading and reflection were more likely to form an interest and understanding of biology as a whole over the course of the semester.

 

Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South.
Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South.
 

Research & Teaching

Biology Students’ Views of Science Communication

A Reflective Approach to Oral Communication in Undergraduate Education

Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)

By Alandeom W. Oliveira, Adam O. Brown, Marissa Carroll, Elizabeth Blenkarn, Bradley Austin, and Tiffany Bretzlaff

Educational efforts to promote effective oral science communication at the undergraduate level tend to reinforce strategies related to impression management. Students are taught tactics that can be used to create the impression of competent science communication without reflectively considering epistemological beliefs. Deeper aspects of oral science communication, including underlying epistemic functions, are overlooked. In this article, we examine an undergraduate biology course that includes student reflection about the nature of science communication. Rather than treating science communication as a task of impression management, we prompted students to reflect on their views of science communication. Our findings show that students’ oral performances while they give presentations aligned with their personal views of what it means to communicate scientifically. Viewing science communication primarily as a verbal craft (i.e., an activity with a specialized verbal design) encouraged students to make effective use of verbal strategies during presentations. By contrast, students’ tendency to overlook visual communication in scientific exchanges led to visual performances in need of improvement. Our findings highlight the need for instructional approaches that offer students opportunities to engage in reflective discussions about what it means to communicate scientifically.

 

Educational efforts to promote effective oral science communication at the undergraduate level tend to reinforce strategies related to impression management. Students are taught tactics that can be used to create the impression of competent science communication without reflectively considering epistemological beliefs. Deeper aspects of oral science communication, including underlying epistemic functions, are overlooked. In this article, we examine an undergraduate biology course that includes student reflection about the nature of science communication.
Educational efforts to promote effective oral science communication at the undergraduate level tend to reinforce strategies related to impression management. Students are taught tactics that can be used to create the impression of competent science communication without reflectively considering epistemological beliefs. Deeper aspects of oral science communication, including underlying epistemic functions, are overlooked. In this article, we examine an undergraduate biology course that includes student reflection about the nature of science communication.
Subscribe to
Asset 2