Using Popular Text to Develop Inquiry Projects: Supporting Preservice Teachers' Knowledge of Disciplinary Literacy Journal Article
Journal Article
Using Popular Text to Develop Inquiry Projects: Supporting Preservice Teachers' Knowledge of Disciplinary Literacy
by: Kristin L. Cook and Elizabeth G. Dinkins
Grade Level: College
Many educators support the idea that science requires a specific set of literacy skills and that all students should be equipped with those skills to become scientifically literate; however, this challenge requires science educators to develop methods to underscore the building of disciplinary literacy. In the presented curriculum for preservice science teachers (PSTs), developing inquiries around popular fiction text not only supported PSTs’ building...  [view full summary]
Many educators support the idea that science requires a specific set of literacy skills and that all students should be equipped with those skills to become scientifically literate; however, this challenge requires science educators to develop methods to underscore the building of disciplinary literacy. In the presented curriculum for preservice science teachers (PSTs), developing inquiries around popular fiction text not only supported PSTs’ building of disciplinary literacy, but also legitimized the place for popular culture text in the formal classroom.
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Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology Journal Article
Journal Article
Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology
by: Kevin Finn and Jay Campisi
Grade Level: College
This article describes how a Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance.
This article describes how a Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance.
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Collaboration-Focused Workshop for Interdisciplinary, Inter-Institutional Teams of College Science Faculty Journal Article
Journal Article
Collaboration-Focused Workshop for Interdisciplinary, Inter-Institutional Teams of College Science Faculty
by: Pamela K. Hanson and Laura Stultz
Grade Level: College
Many science educators know of the pedagogical benefits of inquiry- and research-based labs, yet numerous barriers to implementation exist. In this article we describe a faculty development workshop that explored interdisciplinary and inter-institutional collaborations as potential mechanisms for overcoming barriers to curricular innovation.
Many science educators know of the pedagogical benefits of inquiry- and research-based labs, yet numerous barriers to implementation exist. In this article we describe a faculty development workshop that explored interdisciplinary and inter-institutional collaborations as potential mechanisms for overcoming barriers to curricular innovation.
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Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes Journal Article
Journal Article
Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes
by: Erin S. Lane and Sara E. Harris
Grade Level: College
The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.
The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.
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Research and Teaching: Aligning Assessment to Instruction: Collaborative Group Testing in Large-Enrollment Science Classes Journal Article
Journal Article
Research and Teaching: Aligning Assessment to Instruction: Collaborative Group Testing in Large-Enrollment Science Classes
by: Marcelle Siegel, Tina M. Roberts, Sharyn K. Freyermuth, Stephen B. Witzig, and Kemal Izci
Grade Level: College
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 about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.
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 about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.
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Targeted Courses in Inquiry Science for Future Elementary School Teachers Journal Article
Journal Article
Targeted Courses in Inquiry Science for Future Elementary School Teachers
by: Richard Steinberg, Yael Wyner, Greg Borman, and Issa I. Salame
Grade Level: College
This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, threecourse sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.
This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, threecourse sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.
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Career of the Month: Data Analyst Journal Article
Journal Article
Career of the Month: Data Analyst
by: Luba Vangelova
Grade Level: High School
This column shares interviews with professionals using science in the workplace. This month’s issue describes Dean Judson's career path to becoming a data analyst.
This column shares interviews with professionals using science in the workplace. This month’s issue describes Dean Judson's career path to becoming a data analyst.
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Health Wise: Debunking Health-Related Myths Journal Article
Journal Article
Health Wise: Debunking Health-Related Myths
by: Michael E. Bratsis
Grade Level: High School
This Q&A style column provides up-to-date information on current health topics—helping students (and teachers) make healthy choices. This month’s issue offers examples of science myths and how to prove that they are incorrect.
This Q&A style column provides up-to-date information on current health topics—helping students (and teachers) make healthy choices. This month’s issue offers examples of science myths and how to prove that they are incorrect.
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The Green Room: Air Pollution in the Developing World Journal Article
Journal Article
The Green Room: Air Pollution in the Developing World
by: Amanda Beckrich
Grade Level: High School
This column focuses on making your teaching more environmentally friendly. This month’s issue describes where to find ideas for classroom activities about air pollution.
This column focuses on making your teaching more environmentally friendly. This month’s issue describes where to find ideas for classroom activities about air pollution.
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Assessing the Readability of Geoscience Textbooks, Laboratory Manuals, and Supplemental Materials Journal Article
Journal Article
Assessing the Readability of Geoscience Textbooks, Laboratory Manuals, and Supplemental Materials
by: Scott P. Hippensteel
Grade Level: College
Reading materials used in undergraduate science classes have not received the same attention in the literature as those used in secondary schools. Additionally, reports critical of college textbooks and their prose are common. To assess both problems and determine the readability of assignments and texts used by geoscience faculty at the University of North Carolina at Charlotte, a readability study was conducted on the most commonly used textbooks,...  [view full summary]
Reading materials used in undergraduate science classes have not received the same attention in the literature as those used in secondary schools. Additionally, reports critical of college textbooks and their prose are common. To assess both problems and determine the readability of assignments and texts used by geoscience faculty at the University of North Carolina at Charlotte, a readability study was conducted on the most commonly used textbooks, laboratory manuals, and supplemental materials (magazine/journal articles).
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