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Geoscience Education and Motivated Reasoning
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Individuals use information selectively, in ways that support group beliefs or one’s psychological needs—this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/…
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To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEW Nexus), we implemented a multiyear…
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Using Drama to Uncover and Expand Student Understandings of the Nature of Science
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People Are Systems: NASEM’s Call to Action Compels Science Educators to Transform Practice
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A Model for a Data Analysis– and Literature-Intensive Undergraduate Course
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This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientific discussion. The design builds on existing models to maximize student…
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Fostering scientific discourse with spider web discussions
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Freebies and Opportunities for Science and STEM Teachers, March 7, 2023
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Helping Students Use Crosscutting Concepts to Guide Sensemaking of Anchoring Phenomena
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Crosscutting concepts (CCCs) are designed to help students make sense of phenomena across multiple scientific disciplines (National Research Council 2012). Since they are applicable to explaining so many different…
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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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