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Journal Article
Outdoor Teaching and Learning in Natural Spaces and Outdoor Classrooms
On a humid, sunny day in late July, a group of middle school science teachers closed out three days of teacher professional development (PD) on a nature hike at a forest preserve. Here they engaged as learners, looking for evidence of life cycles to ...
By Samantha Lindgren, Meghan McCleary, Susan Gasper, Amanda Nieves, Kara Stengren, and Amira Shabana
Journal Article
How many times have you found yourself sitting in a cafeteria or classroom staring at a professional development PowerPoint being presented by someone who hasn’t been in a classroom or practiced science in years? There is another way! Teachers all ...
By Adriana E. Martinez and Alejandra O. Martinez
Journal Article
Hearing All Voices to Promote Learning Orientation and Effective Collaboration
Motivation and collaboration intersect in important ways in a science classroom. One important motivational component of collaborative work is what students understand the goal of that work to be (Ames 1992). When students feel they are competing, es...
By Pei Pei Liu, Sharon Taylor, Ann Colwell-Johnson, Alexandra Lee, David McKinney, Christopher J. Harris, Lisa Linnenbrink-Garcia, Gwen C. Marchand, and Jennifer A. Schmidt
Journal Article
Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger. In this analogy, the student is seen as a consumer of knowledge. Academic food sovereignty, on the ...
By Thomas M. Onorato, Nathalie Oulhen, Gerardo Reyes, Stephany Foster, Cosmo A. Pieplow, Janet E. Rollins, Jacqueline A. Brashears, Claudette Davis, Ian Alberts, Ingrid D. Veras, and Gary M. Wessel
Journal Article
Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learn...
By Man-Yin Tsang, Lisa Tutty, and Carl-Georg Bank
Journal Article
Comparing Undergraduate Nature of Science Views in Traditional Versus Inquiry-Taught Science Courses
This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and students in an inquiry-based class to the view of the scientists who taught the course. We administer...
By Alex T. St. Louis and Hayat Hokayem
Journal Article
Assessing Student Success in a Peer Assisted Learning Program Using Propensity Score Matching
The Peer Assisted Learning (PAL) program at Sacramento State was established in 2012 with one section supporting introductory chemistry. The program now serves 17 courses with high rates of students who receive a D or an F or withdraw (DFW) from the ...
By Corey Shanbrom, Michelle Norris, Caitlin Esgana, Matthew Krauel, Vincent Pigno, and Jennifer Lundmark
Journal Article
Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM...
By Guang Jin, Alicia Wodika, Rebekka Darner, and Jianwei Lai
Journal Article
Online laboratories can be an effective way to introduce students to lab concepts while providing flexibility, increased access, and reduced costs. However, online labs might lack the authentic research experience that can be gained by doing hands-on...
By Colin Harrison, Clarke Britton, Hannah Shin, and Yassin Watson
Journal Article
Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program
Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensbo...
By Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, and Malcolm Schug
Journal Article
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate l...
By Lekelia D. Jenkins
Journal Article
Undergraduate Summer Research Program in the Midst of a Pandemic
Although many summer undergraduate research programs made the decision to delay, cancel, or suspend their summer experiences in response to the coronavirus (COVID-19) pandemic, the Morehouse College McNair Scholars Program instead offered a completel...
By Ethell Vereen, Munichia McCalla, Joshua Fullerton, and Cynthia Trawick
Journal Article
Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional sc...
By David C. Owens, Noah P. Sheridan, and Amanda L. Townley
Journal Article
Using Fiction and Nonfiction Readings in Climate Change Education
Facts about climate change are often ineffective in impacting people’s climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also at...
By Alison Singer, Caitlin Kirby, and Eleanor Rappolee