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Journal Article |
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Catalyzing the Advancement of Diversity, Equity, and Inclusion in Chemical Education
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Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on…
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Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on…
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The REACH Program Brings Science Practices to Students: A Teacher’s Perspective
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Online Connections: Science and Children
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Online Connections: Science and Children July/August 2021 Teaching Through Trade Books—Pushing, Pulling, and Predicting Force Patterns K-2 3-5 Engineering Encounters—Turn Up the Music! Turn Up The Music Supplemental Resources Using Toys to Create a Global…
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Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format
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Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic…
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Exponential Growth and Doubling Time
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Journal Article |
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Immersive Learning Through Experiential Inquiry of a Virtual Epidemic
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Using Multiple Models to Learn about COVID-19
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Journal Article |
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Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course
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Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer…