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Using Connected Learning Principles to Foster Authentic STEM Research Experiences Remotely
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Intentionally Addressing Equity in the Classroom
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Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on “whole humans” in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM…
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Online science educator Julia Brodsky
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IGES Launches New Informal Resource Review Tool for NGSS
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Incorporating Student-Centered Learning in an Ecosystems Course
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Student-centered learning broadly encompasses teaching approaches that shift the focus of instruction from teacher to student by placing an emphasis on what as well as how students want to learn. This approach allows…
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Adding Necessary Rigor to Engineering Pedagogical Change
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In this study, we explore the teaching of an acclaimed engineering education professor and his struggles to transform his classroom in light of the National Academy of Engineering standards. We argue that pedagogical…
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Turning on the Three-Dimensional Switch
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Developing the Next Generation of Elementary Science Teachers
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This article describes how science educators at a large southeastern university developed specialized science training for elementary preservice teachers (EPSTs) by creating a combination of discipline-specific science…
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Understanding Genetic Drift With Conceptual and Mathematical Models
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This point of view article uses a social science lens in an attempt to understand the differing environments of the two institutions (private and public) where I taught chemistry for 3 decades. I hypothesize that…
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Migrating Beyond the Classroom
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In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the…
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