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An interview with Alexandra (Allie) Mondini, Cincinnati, Ohio
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Community-Informed STEM Teaching Strategies for Early Childhood Educators During COVID
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Virtual Coaching PLCs In and Out of School
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Action Research for Science Teachers
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Taking Science Home With Technology
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The Power of Shared Experiences
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This study investigated the stability and persistence of prospective elementary teachers’ conceptual understanding of average speed. A questionnaire containing two questions about average speed was administered to the…
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Social Justice Service-Learning at an HBCU
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Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that support diverse populations. This social justice–focused service-learning…
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Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced…
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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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In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the…
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