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Journal Cover Journal of College Science Teaching

September 2006

Dispel misconceptions, introduce the mathematical tools of science, and relieve the anxiety of nonscience majors at the start of your course with "A 'Nature of Science' Discussion," which incorporates inquiry-based activities and an extended investigation. Also in this month's journal you will learn how a Virtual Vee Map can make internet inquiry more palpable. You will get a crash course on Nanotechnology, while reading an indepth discussion on the ubiquitous iPod.


Add to Cart A Course in Nanotechnology for Nonscience Majors
Journal of College Science Teaching, Sep 06
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Chemistry is a good entry to many topics in nanotechnology. This paper describes a non-science majors' course in which chemical concepts provide the background to the study of this new field.
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Add to Cart A Service-Learning Model for Science Education Outreach
Journal of College Science Teaching, Sep 06
The Science Education Outreach Program (SEOP) engages undergraduate students from a variety of academic disciplines in service-learning experiences. University and community educators introduce and model contemporary educational theories and methods to participating undergraduates during weekly seminars. Concurrently, SEOP students apply these strategies through service-learning experiences in the context of science education in area schools and community-based programs. A comprehensive review of SEOP indicated that the undergraduates applied the seminar teachings to their outreach efforts, and that participation in the program had positive impacts on their education and career choices, as well as workplace and life skills.
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Add to Cart Favorite Demonstration: Forensic Analysis Demonstration via Hawaii Five-O
Journal of College Science Teaching, Sep 06
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The interdisciplinary nature of a forensics-based demonstration encourages science majors to move beyond their own narrow fields of study. The demonstration described in this column emphasizes the interconnectedness of biology, chemistry, and geology. Forensic-based demonstrations such as this can also be used to introduce the protocols governing the application of discipline specific information to other fields of study.
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Add to Cart Promoting Discussion in the Science Classroom Using Gallery Walks
Journal of College Science Teaching, Sep 06
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A gallery walk is a discussion technique that gets students out of their chairs and actively involved in synthesizing important science concepts, writing, and public speaking. The technique also cultivates listening and team-building skills. This paper provides guidance for conducting, managing, and assessing gallery walks.
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Add to Cart Research and Teaching: Factors Influencing College Science Success
Journal of College Science Teaching, Sep 06
As college science teachers, our work is reflected in the achievement of our students. Their success in achieving course goals is our success, and their failure, ours. Predicting course grades is big business. From the perspective of college science teachers these predictions are useful, both as a way of motivating, counseling, and guiding students, and as a mechanism for normalizing grades in large, multisection courses (Deal 1984).
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Add to Cart The Case Study: Professional Development Cases
Journal of College Science Teaching, Sep 06
A professional development case in college science teaching bridges the gap between educational theory and practice. A good case poses an interesting dilemma involving instructors, students, and administrators. Case discussions can help instructors take charge of their own professional development and create a community of shared professional support within their colleges. These discussions help overcome the sense of isolation that many instructors, particularly new ones, can experience.
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Add to Cart The Virtual Vee Map: A Template for Internet Inquiry
Journal of College Science Teaching, Sep 06
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The Virtual Vee Map proved successful in promoting student learning in the areas of inquiry and data analysis using resources and data available on the internet. A postsurvey found that a majority of students enjoyed collecting and interpreting the data to find an answer to their own inquiry.
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Add to Cart Using Student Peer Review of Experiement Reports in an Undergraduate Physics Class
Journal of College Science Teaching, Sep 06
A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics class designed experiments to test various types of paranormal phenomena. Each experimental report was evaluated and ranked by several other students. To give them experience in interpreting controversial results, the students were instructed to slant their experimental reports toward either paranormal interpretations or a non-paranormal interpretation as much as possible within the constraints of the data. Then students evaluated each other's reports using a commentary and ranking form. Survey and interview data obtained after the class indicated an increase in students' confidence in their ability to evaluate media science reports.
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