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| By: Kathleen Madden |
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Journal of College Science Teaching , Nov 11
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This article describes a first-year, seminar-style class in which, under the direction of an advisor, students engage in a semester-long research project.
This article describes a first-year, seminar-style class in which, under the direction of an advisor, students engage in a semester-long research project. [hide full abstract]
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| By: Kimberly Kendricks and Anthony Arment |
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Journal of College Science Teaching , Nov 11
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Central State University adopted a K–12 family model for its Scholars Program, which consists of six activities for students majoring in science, technology, engineering, and mathematics (STEM) fields. This article discusses how the family model was implemented... [view full summary]
Central State University adopted a K–12 family model for its Scholars Program, which consists of six activities for students majoring in science, technology, engineering, and mathematics (STEM) fields. This article discusses how the family model was implemented in a college environment and the impact it had. [hide full abstract]
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| By: Sheri L. Boyce |
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Journal of College Science Teaching , Nov 11
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This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month’s issue the authors explore brain and eye anatomy and blood clotting using a case study... [view full summary]
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month’s issue the authors explore brain and eye anatomy and blood clotting using a case study involving suspected child abuse. [hide full abstract]
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| By: David G.L. Van Wylen and Mary M. Walczak |
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Journal of College Science Teaching , Nov 11
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This study assessed the impact of science teaching laboratories designed with visual connections to spaces outside the laboratory, either to interior spaces or to the outdoors. Specifically the authors assessed student perceptions of interdisciplinarity,... [view full summary]
This study assessed the impact of science teaching laboratories designed with visual connections to spaces outside the laboratory, either to interior spaces or to the outdoors. Specifically the authors assessed student perceptions of interdisciplinarity, the ability to stay focused, and the environment for student learning. [hide full abstract]
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| By: Ann Cutler |
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Journal of College Science Teaching , Nov 11
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The Journal of College Science Teaching’s editor shares thoughts regarding the current issue.
The Journal of College Science Teaching’s editor shares thoughts regarding the current issue. [hide full abstract]
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| By: Richard Gill |
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Journal of College Science Teaching , Nov 11
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This article reports on the impacts of changing an introductory environmental science class to move away from standard lecture delivery to increase student engagement in class. The class was designed around small-group activities, inquiry labs, and substantial... [view full summary]
This article reports on the impacts of changing an introductory environmental science class to move away from standard lecture delivery to increase student engagement in class. The class was designed around small-group activities, inquiry labs, and substantial use of popular media. [hide full abstract]
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| By: Daniel King |
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Journal of College Science Teaching , Nov 11
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This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses interdisciplinary collaboration among teachers.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses interdisciplinary collaboration among teachers. [hide full abstract]
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| By: Howard Drossman, Jim Benedict, Erica McGrath-Spangler, Luke Van Roekel, and Kelley Wells |
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Journal of College Science Teaching , Nov 11
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This article describes a collaborative mentoring program in which graduate students from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. Qualitative analysis of... [view full summary]
This article describes a collaborative mentoring program in which graduate students from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. Qualitative analysis of narratives from four fellows who completed the mentoring program in an upper-level undergraduate atmospheric science class was used to develop hypotheses about approaches to mentoring and teaching. [hide full abstract]
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| By: Mary Elizabeth Emenike, Neil D. Danielson, and Stacey Lowery Bretz |
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Journal of College Science Teaching , Nov 11
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To investigate students' perceptions of learning through three categories of experiments—classical, discovery, and instrumental—six students were interviewed over the course of a semester. Students' descriptions of their learning in the laboratory were... [view full summary]
To investigate students' perceptions of learning through three categories of experiments—classical, discovery, and instrumental—six students were interviewed over the course of a semester. Students' descriptions of their learning in the laboratory were analyzed through the lens of Novak's theory of meaningful learning and were compared with the instructor's learning goals for the experiments. [hide full abstract]
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| By: Liz Fayer, Garreth Zalud, Mark Baron, Cynthia M. Anderson, and Timothy J. Duggan |
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Journal of College Science Teaching , Nov 11
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The purpose of this study was to determine the level of inquiry that students in a Biology Survey Laboratory course considered to be the most supportive of their learning at a small, rural midwestern university. When considering the most appropriate level... [view full summary]
The purpose of this study was to determine the level of inquiry that students in a Biology Survey Laboratory course considered to be the most supportive of their learning at a small, rural midwestern university. When considering the most appropriate level of inquiry, students perceived that they would learn best with open or authentic inquiry levels. [hide full abstract]
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| By: Michael L. Rutledge and Kim Cleary Sadler |
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Journal of College Science Teaching , Nov 11
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This study looked at student acceptance of important biological theories and explored the relationships between their acceptance of scientific theories and their understanding of the nature of science.
This study looked at student acceptance of important biological theories and explored the relationships between their acceptance of scientific theories and their understanding of the nature of science. [hide full abstract]
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| By: Arthur Eisenkraft and Noah Eisenkraft |
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Journal of College Science Teaching , Nov 11
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This article discusses whether the education community shares a collective understanding about how students should be evaluated.
This article discusses whether the education community shares a collective understanding about how students should be evaluated. [hide full abstract]
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