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Changes in Elementary Teachers’ Conceptions About Matter
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While research has investigated elementary teachers’ understanding of science content, such research is often limited to topics typically not addressed in elementary school curricula. Yet, research has illustrated that…
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Backward Redesign of a Nonmajors’ Biology Course at a Two-Year Technical College
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Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating…
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Safety and School Science Instruction
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Go Ahead—Mimic Me: How Plants and Animals Inspire Inventions and Design
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Data-Driven Science Vlogging for Connected Learning Anywhere
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The Undergraduate Teacher-Scholar Program
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Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing…
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Culturally Relevant Partnerships in the Engineering Design Process
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Historically, undergraduate anatomy and physiology (A&P) has been a challenging course for incorporating conceptual learning techniques due to large class sizes and an emphasis on content and terminology. The…
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A Science Teacher-Friendly Primer on Implicit Bias
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Kinetic Artist Joseph Herscher
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Understanding and Addressing Ambiguity in the STEM Classroom
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The science, technology, engineering, and mathematics (STEM) fields are some of the most jargon-heavy areas in higher education. As such, teaching and learning in these areas includes challenges with lexically ambiguous…