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| By: Lauren Likkel |
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Journal of College Science Teaching , Jan 12
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The online writing software Calibrated Peer Review (CPR) is a useful tool for writing assignments in large college classes. Students submit essays online and are guided in how to rate essays using criteria written by the instructor. The author of this... [view full summary]
The online writing software Calibrated Peer Review (CPR) is a useful tool for writing assignments in large college classes. Students submit essays online and are guided in how to rate essays using criteria written by the instructor. The author of this article found that students who were not already confident in the ability to evaluate their own writing tended to increase their confidence after using the CPR system. [hide full abstract]
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| By: Jessica L. Epstein |
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Journal of College Science Teaching , Jan 12
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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. This month’s case study exercise with optical isomers reinforces newly learned material on stereochemistry... [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. This month’s case study exercise with optical isomers reinforces newly learned material on stereochemistry and introduces students to the interface between chemistry and pharmacology. [hide full abstract]
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| By: Anura U. Goonewardene, Christine Offutt, Jacqueline Whitling, and Donald Woodhouse |
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Journal of College Science Teaching , Jan 12
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A small public university recruits and retains more students in all science disciplines by implementing an interdisciplinary strategy focusing on nanotechnology and enhanced undergraduate research.
A small public university recruits and retains more students in all science disciplines by implementing an interdisciplinary strategy focusing on nanotechnology and enhanced undergraduate research. [hide full abstract]
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| By: Michael Padilla and Melanie Cooper |
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Journal of College Science Teaching , Jan 12
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The author examines important issues related to A Framework for K–12 Science Education, the Standards, and college teachers.
The author examines important issues related to A Framework for K–12 Science Education, the Standards, and college teachers. [hide full abstract]
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| By: Jeffry Lyle Shultz |
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Journal of College Science Teaching , Jan 12
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The author discusses using scientific abstracts in a genetics course. Students are introduced to topics via abstracts within lectures, as quiz material, and as homework to develop their understanding of how and why research is performed, what information... [view full summary]
The author discusses using scientific abstracts in a genetics course. Students are introduced to topics via abstracts within lectures, as quiz material, and as homework to develop their understanding of how and why research is performed, what information they can freely acquire, and how to access information for their own research. [hide full abstract]
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| By: Janet MacFall |
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Journal of College Science Teaching , Jan 12
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Long-term impacts from a senior course in Environmental Studies were evaluated by a survey of program graduates who had participated in the course over an eight-year period. Survey respondents indicated that the course had stewardship, fostering the ability... [view full summary]
Long-term impacts from a senior course in Environmental Studies were evaluated by a survey of program graduates who had participated in the course over an eight-year period. Survey respondents indicated that the course had stewardship, fostering the ability to work with professionals and the community, to communicate with professionals in the field, and to relate ecological principles to real-world issues. [hide full abstract]
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| By: Chen Zhu, George Rehrey, Brooke Treadwell, and Claudia C. Johnson |
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Journal of College Science Teaching , Jan 12
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This Scholarship of Teaching and Learning project discusses the effectiveness of using distance metaphor-building activities along with a case study exam to help undergraduate nonscience majors understand and apply geologic time.
This Scholarship of Teaching and Learning project discusses the effectiveness of using distance metaphor-building activities along with a case study exam to help undergraduate nonscience majors understand and apply geologic time. [hide full abstract]
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| By: Richard W. Schwenz |
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Journal of College Science Teaching , Jan 12
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This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue compares Chinese chemistry and chemistry education to that of the United States.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue compares Chinese chemistry and chemistry education to that of the United States. [hide full abstract]
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| By: Lisa L. Harmon and Jerine Pegg |
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Journal of College Science Teaching , Jan 12
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In this article the authors present the results of a study about the effects of incorporating literacy strategies with laboratory sections in a general biology course.
In this article the authors present the results of a study about the effects of incorporating literacy strategies with laboratory sections in a general biology course. [hide full abstract]
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| By: Todd Campbell, Joshua P. Der, Paul G. Wolf, Eric Packenham, and Nor Hashidah Abd-Hamid |
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Journal of College Science Teaching , Jan 12
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This article details how collaboration among the authors—science teacher educators and scientists—was forged and the benefits that have emerged, such as documentation of reformed teaching and significant gains in pre- and poststudent reports of experiences... [view full summary]
This article details how collaboration among the authors—science teacher educators and scientists—was forged and the benefits that have emerged, such as documentation of reformed teaching and significant gains in pre- and poststudent reports of experiences engaging in scientific inquiry. [hide full abstract]
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| By: Jessie Antonellis, Sanlyn Buxner, Chris Impey, and Hannah Sugarman |
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Journal of College Science Teaching , Jan 12
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This article presents the qualitative analysis of data from a 20-year project analyzing the knowledge and attitudes toward science of undergraduate students enrolled in introductory astronomy courses.
This article presents the qualitative analysis of data from a 20-year project analyzing the knowledge and attitudes toward science of undergraduate students enrolled in introductory astronomy courses. [hide full abstract]
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| By: Ningfeng Zhao, Stephen B. Witzig, Jan C. Weaver, John E. Adams, and Frank Schmidt |
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Journal of College Science Teaching , Jan 12
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Two summer institutes had the overall goal of promoting learning and practice of inquiry-based college science teaching. They involved a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of classroom... [view full summary]
Two summer institutes had the overall goal of promoting learning and practice of inquiry-based college science teaching. They involved a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of classroom inquiry and introduced the new mini-journal model of inquiry. This article describes these experiences. [hide full abstract]
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| By: Daniel Z. Meyer and Allison Antink Meyer |
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Journal of College Science Teaching , Jan 12
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This article describes two examples of how a common, underlying design task—designing a paper airplane—was modified to meet the needs of two very different college science courses. These cases illustrate both important considerations in the design of... [view full summary]
This article describes two examples of how a common, underlying design task—designing a paper airplane—was modified to meet the needs of two very different college science courses. These cases illustrate both important considerations in the design of this type of inquiry activity and how such activities can be used to meet differing educational goals. [hide full abstract]
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