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UDL Solutions for Common Science Barriers
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Freebies for Science and STEM Teachers/From the Field, May 31, 2022
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Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clickers to improve student learning performance. To fill a gap in the…
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In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this…
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Exemplar Teaching Practices in STEM Courses in U.S. Universities
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Based on the largest multi-institutional observational study of undergraduate courses in the United States, this article describes exemplar teaching practices in engineering courses as an interdisciplinary science field…
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Putting the Energy Into Concept Development
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Visual elements such as graphs, tables, and diagrams are essential components of scientific writing. Although scientific writing textbooks and guides often contain information on how to design such visuals, little has…
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Peer-Led Team Learning as Educational Tool for First-Year Biology Students
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This article reports the findings of the Peer-Led Team Learning (PLTL) model intervention study in an introductory biology course at a Puerto Rican private university. PLTL introduces to the traditional class format an…
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Design and Impact of an Undergraduate Civic Science Course
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An interdisciplinary group of faculty members from Tufts University developed an undergraduate civic science course designed to help students better understand and interpret the broad, sociocultural impacts of science…
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Data Investigations to Further Social Justice Inside and Outside of STEM
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Incorporating Programming, Modeling, and Data Analysis Into an Introductory Biology Course
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This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each…
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Adapting a Popular Technique in College Lecture Halls to K–12 Classrooms
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