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Promoting STEM Persistence Through an Innovative Field Trip–Based First-Year Experience Course
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The authors describe how they introduced a field trip–based course as a requirement for all first-year science majors.
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Investigating Elementary Preservice Teachers’ Beliefs About Teaching and Learning Science
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To inform teacher education programs, it is imperative to uncover preservice teachers’ (PSTs) implicit and tacit beliefs about teaching and learning science. The study of teachers’ beliefs requires a range of…
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Facilitating Departmental and Institutional Change for Expanding Undergraduate Research Experiences
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Increased sustainable access to undergraduate research opportunities, particularly for historically underrepresented populations, involves transforming departmental and institutional cultures, which is time-consuming…
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Understanding data analysis and interpreting data are key components of teaching interdisciplinary undergraduate students. We detail a semester-long research project that introduces students to long-term data sets,…
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Culturally Relevant and Culturally Responsive
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Putting Problem-based Learning in Its Place
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Why Should Science Teachers Practice Gratitude in 2021?
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Exploring Barriers to the Use of Evidence-Based Instructional Practices
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Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the…
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Teacher-Learning, Meaning-Making, and Integrating ISE Practices in Diverse Urban Classrooms
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