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Journal Cover Journal of College Science Teaching

September 2012

Find out how a digital pen-and-paper technology was used to improve data collection in research regarding students' learning. Read about a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors. Ever wondered how undergraduate research experiences influence student educational aspirations and career decisions? Read about a study that examined this question. Find out about all these topics and more in this issue of JCST.



A Novel Technology to Investigate Students' Understandings of Enzyme Representations
By: Kimberly J. Linenberger and Stacey Lowery Bretz
Journal of College Science Teaching, Sep 12
This article describes how digital pen-and-paper technology was used to improve data collection in research regarding students' learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations.
This article describes how digital pen-and-paper technology was used to improve data collection in research regarding students' learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations.
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Case Study: Assessing Critical-Thinking Skills Using Articles From the Popular Press
By: David R. Terry
Journal of College Science Teaching, Sep 12
The author describes an instrument for evaluating critical-thinking skills using science articles in the popular press.
The author describes an instrument for evaluating critical-thinking skills using science articles in the popular press.
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Developing Graduate Student's Knowledge of Hardy-Weinberg Equilibrium Through Lesson Study
By: Sharon Dotger, Deborah Barry, Jason Wiles, Elizabeth Benevento, Frances Brzozowski, Jorge Hurtado-Gonzales, Nicole Jacobs, Ellen Royse, Debjeet Sen, Julia Snyder, Robert Stokes, and Ellen Wisner
Journal of College Science Teaching, Sep 12
A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg Equilibrium in undergraduate biology.
A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg Equilibrium in undergraduate biology.
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Headline Science: Migrating Songbirds Depart on Time, Active Forest Management Aids Owl Species, Two Solar System Puzzles Solved, Greenhouse Gas Methane in the Arctic
Journal of College Science Teaching, Sep 12
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Integrative Biology: A Capstone Course for an Introductory Biology Core
By: Susan B. Chaplin and Nancy Z. Hartung
Journal of College Science Teaching, Sep 12
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A capstone to a biology introductory curriculum was developed with the specific goals of enhancing integration of course content, promoting development of oral presentation skills and critical reading and thinking skills, and introducing ecological principles omitted from the rest of the core. More than 90% of students agreed that the capstone course helped them appreciate global issues and read and critically analyze primary literature.
A capstone to a biology introductory curriculum was developed with the specific goals of enhancing integration of course content, promoting development of oral presentation skills and critical reading and thinking skills, and introducing ecological principles omitted from the rest of the core. More than 90% of students agreed that the capstone course helped them appreciate global issues and read and critically analyze primary literature.
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Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture
By: Charles Joseph Eick and David T. King Jr.
Journal of College Science Teaching, Sep 12
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The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated...  [view full summary]
The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding.
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Point of View: Lessons Learned From Julia
By: Steven M. Wright
Journal of College Science Teaching, Sep 12
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This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses four important lessons for the author's teaching.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses four important lessons for the author's teaching.
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Research and Teaching: A Case Study on Reflective Writing
By: Xiang Huang and Calvin S. Kalman
Journal of College Science Teaching, Sep 12
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Reflective writing is a student-centered approach widely used in science and engineering courses that helps students develop a holistic scientific mindset. The authors present a multiple case study in two science courses in which students engaged in reflective writing. The authors found that students with higher scores on an epistemology survey tended to use reflective writing in a more effective way to enhance their learning of textual material.
Reflective writing is a student-centered approach widely used in science and engineering courses that helps students develop a holistic scientific mindset. The authors present a multiple case study in two science courses in which students engaged in reflective writing. The authors found that students with higher scores on an epistemology survey tended to use reflective writing in a more effective way to enhance their learning of textual material.
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Research and Teaching: Understanding How Undergraduate Research Experiences Influence Student Aspirations for Research Careers and Graduate Education
By: Omolola A. Adedokun, Dake Zhang, Loran Carleton Parker, Ann Bessenbacher, Amy Childress, and Wilella Daniels Burgess
Journal of College Science Teaching, Sep 12
Extant and emerging literature on undergraduate research experiences (UREs) focuses on the identification of their benefits to student participants. This study offers descriptions, drawn from an analysis of students' reflective journals, of three processes through which UREs affected students' educational and career aspirations. Through UREs students increased their awareness of career options, clarified their career choices, and enhanced their professional...  [view full summary]
Extant and emerging literature on undergraduate research experiences (UREs) focuses on the identification of their benefits to student participants. This study offers descriptions, drawn from an analysis of students' reflective journals, of three processes through which UREs affected students' educational and career aspirations. Through UREs students increased their awareness of career options, clarified their career choices, and enhanced their professional credentials.
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The Structure and Assessment of a Unique and Popular Interdisciplinary Science Course for Nonmajors
By: Tonya Laakko Train and David E. Gammon
Journal of College Science Teaching, Sep 12
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Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. This article describes the course's unique structure and successful administration.
Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. This article describes the course's unique structure and successful administration.
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Using Mentoring to Foster Professional Development Among Undergraduate Instructional Leaders
By: Cynthia C. Deaton and Benjamin Deaton
Journal of College Science Teaching, Sep 12
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This study examines the mentoring relationships of student instructors who provide supplemental instruction for undergraduate science courses. Specifically, the authors examined the relationships negotiated between mentor and protege student instructors during the first year of the mentoring program.
This study examines the mentoring relationships of student instructors who provide supplemental instruction for undergraduate science courses. Specifically, the authors examined the relationships negotiated between mentor and protege student instructors during the first year of the mentoring program.
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