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You Don’t Have to be a Rocket Scientist
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Modeling the Melting of Permafrost
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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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Integrating Science Communication Into a Large STEM Classroom
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The communication of scientific findings through writing is an important skill for undergraduate science majors to develop as they move through their respective degree programs. Seeing the importance of science…
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This article describes how clickers (student response systems) may be used to assess and support the development of productive process skills and discourse patterns within student teams during class periods. Clicker…
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This study examines what prior knowledge and misconceptions about evolutionary theory students bring with them into an introductory biological anthropology course. One hundred and fifty-three students completed short,…
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Students as Science Content Creators and Evaluators
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Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have…
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This column enhances the repertoire of preservice and inservice teachers.
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Collaborative science projects you can join
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Education in science, technology, engineering, and math (STEM) is increasingly online, even the laboratory components of STEM courses. As online laboratory education trends upward in terms of enrollment and variety of…
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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…