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| By: Kathleen Koenig, Melissa Schen, Michael Edwards, and Lei Bao |
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Journal of College Science Teaching , Mar 12
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This article presents an innovative course, Scientific Thought and Methods, that targets students with low math placement scores. Course topics focus on development of scientific reasoning and the ability to engage effectively in all aspects of the scientific... [view full summary]
This article presents an innovative course, Scientific Thought and Methods, that targets students with low math placement scores. Course topics focus on development of scientific reasoning and the ability to engage effectively in all aspects of the scientific investigation process. [hide full abstract]
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| By: Joi Phelps Walker, Victor Sampson, Jonathon Grooms, Brittany Anderson, and Carol O. Zimmerman |
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Journal of College Science Teaching , Mar 12
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This article describes a new instructional model called Argument-Driven Inquiry (ADI), which is designed to promote student engagement in processes of investigation design and scientific argumentation. The ADI instructional model is compared with a more... [view full summary]
This article describes a new instructional model called Argument-Driven Inquiry (ADI), which is designed to promote student engagement in processes of investigation design and scientific argumentation. The ADI instructional model is compared with a more traditional approach to instruction across 16 laboratory sections of introductory college chemistry. [hide full abstract]
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| By: Barbara Leigh Smith, Linda Moon Stumpff, and Robert Cole |
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Journal of College Science Teaching , Mar 12
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This project provies a unique opportunity for a partnership between two state colleges and two tribal Native American colleges. First, the authors developed a collection of interdisciplinary cases. Second they taught faculty how to teach with cases in... [view full summary]
This project provies a unique opportunity for a partnership between two state colleges and two tribal Native American colleges. First, the authors developed a collection of interdisciplinary cases. Second they taught faculty how to teach with cases in the company of stimulating colleagues from various colleges and universities. And last, they did extensive dissemination activities to ensure that the cases reached a broad national audience. [hide full abstract]
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| By: Deanna Lankford and Fredrick vom Saal |
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Journal of College Science Teaching , Mar 12
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In this article the authors examine the nature of the instructional tools, strategies, and assessments they developed to convert a traditional senior-level biology course into a writing-intensive, capstone biology course.
In this article the authors examine the nature of the instructional tools, strategies, and assessments they developed to convert a traditional senior-level biology course into a writing-intensive, capstone biology course. [hide full abstract]
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| By: Ann Cutler |
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Journal of College Science Teaching , Mar 12
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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: Cheng Tu Hsieh, Jeremy D. Smith, Michael Bohne, and Duane Knudson |
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Journal of College Science Teaching , Mar 12
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The purpose of the study described in this article was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts.
The purpose of the study described in this article was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts. [hide full abstract]
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| By: K. Christopher Smith and Angelica Cardenas |
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Journal of College Science Teaching , Mar 12
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Traditional beliefs in the Mexican-American border region were compiled by students in an introductory general chemistry course. Some of these beliefs were used as the basis for short research studies and the results include the nature of traditional... [view full summary]
Traditional beliefs in the Mexican-American border region were compiled by students in an introductory general chemistry course. Some of these beliefs were used as the basis for short research studies and the results include the nature of traditional beliefs in the region, the extent to which students accept these traditional beliefs, and the positive impact of exploring the traditional beliefs on students' appreciation and interest in traditional beliefs and in conventional science. [hide full abstract]
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| By: Jake Bennett, Jason Fry, Nicholas Timme, and Adam Maltese |
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Journal of College Science Teaching , Mar 12
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This article presents details about a summer instructional program created by physics graduate students who sought a chance to help students from the local community and to gain greater experience teaching science and math. The students initiated, designed,... [view full summary]
This article presents details about a summer instructional program created by physics graduate students who sought a chance to help students from the local community and to gain greater experience teaching science and math. The students initiated, designed, and conducted the program. [hide full abstract]
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| By: Zahra Hazari, Geoff Potvin, Robert H. Tai, and John T. Almarode |
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Journal of College Science Teaching , Mar 12
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This study examines gender differences in the motivation to embark on graduate careers in physics and chemistry and whether this motivation can predict select future success outcomes for physical scientists.
This study examines gender differences in the motivation to embark on graduate careers in physics and chemistry and whether this motivation can predict select future success outcomes for physical scientists. [hide full abstract]
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| By: Steven M. Wright |
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Journal of College Science Teaching , Mar 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 assessing critical thinking.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses assessing critical thinking. [hide full abstract]
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| By: Sara E. Brownell, Matthew J. Kloser, Rich Shavelson, and Tadashi Fukami |
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Journal of College Science Teaching , Mar 12
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This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1 institution. The results indicate that students in the research-based lab had more positive attitudes toward authentic research,... [view full summary]
This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1 institution. The results indicate that students in the research-based lab had more positive attitudes toward authentic research, higher self-confidence in lab-related tasks, and increased interest in pursuing future research compared with students in the cookbook laboratory course. [hide full abstract]
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| By: Chiron Graves and Sandra Rutherford |
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Journal of College Science Teaching , Mar 12
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This study examines preservice elementary teachers' ability to generate a testable question using data made accessible online through the Great Lakes Environmental Research Laboratory and Michigan Sea Grant.
This study examines preservice elementary teachers' ability to generate a testable question using data made accessible online through the Great Lakes Environmental Research Laboratory and Michigan Sea Grant. [hide full abstract]
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