Research and Teaching: Toward Interdisciplinary Perspectives: Using Osmotic Pressure as an Example for Analyzing Textbook Explanations

Journal Article | February 2015

Despite the increasing interests and practices in interdisciplinary science education, little research has been documented to develop effective assessments targeting students' interdisciplinary learning. In response to…

Research and Teaching: Assessing and Refining Group Take-Home Exams as Authentic, Effective Learning Experiences

Journal Article | April 2015

The learning goals of a lower division honors course, Science as a Way of Knowing, include critical thinking, scientific literacy, quantitative reasoning, communication, and teamwork. To help students develop skills and…

Research and Teaching: Laboratory Workload Calculation and Its Impact on Science Instruction at the Community College Level

Journal Article | April 2015

Despite the large body of evidence that indicates activity-based instruction is more effective than lecture-only instruction, for the purpose of workload calculation, many community colleges assign less value to the…

Research and Teaching: Aligning Assessment to Instruction: Collaborative Group Testing in Large-Enrollment Science Classes

Journal Article | June 2015

The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions…

Research and Teaching: Data Visualization Literacy: Investigating Data Interpretation Along the Novice–Expert Continuum

Journal Article | August 2015

In the STEM fields, adequate proficiency in reading and interpreting graphs is widely held as a central element for scientific literacy given the importance of data visualizations to succinctly present complex…

Research and Teaching: Computational Methods in General Chemistry: Perceptions of Programming, Prior Experience, and Student Outcomes

Journal Article | December 2015

This article explores how integrating computational tools into a general chemistry laboratory course can influence student perceptions of programming and investigates relationships among student perceptions, prior…

Research and Teaching: Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students

Journal Article | December 2013

In this article the authors compare two-stage collaborative testing with individual testing to determine which format has a greater effect on student learning in an undergraduate Earth and Ocean Science course.

Research and Teaching: Photovoice as a Pedagogical Tool: Student Engagement in Undergraduate Introductory Chemistry for Nonscience Majors

Journal Article | April 2014

This study explores the use of Photovoice as a pedagogical tool in two introductory undergraduate chemistry courses for nonscience majors.

Research and Teaching: A Performance Enhanced Interactive Learning Workshop Model as a Supplement for Organic Chemistry Instruction

Journal Article | December 2010

In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes…

Guest Editorial: What a copper-plated nail taught me about sharing research results

Journal Article | March 2011

Linda Shore relives the first time she shared the results of a science experiment.

Research and Teaching: The Effectiveness of Portfolio Assessments in Science—Integrating an Alternative, Holistic Approach to Learning into the Classroom

Journal Article | February 1997

One of the most interesting and controversial debates in science education today involves testing and grading strategies. This article describes the results on the effectiveness of using student-created portfolios for…