Publications and Products
NSTA publications will make you a science teaching guru.
Visit us on Facebook
Books
Journals
Newspaper
E-newsletters
Podcasts
Online Only
You will not find any of these resources in print—unless you print them out!
News
Outstanding Books & Websites
Interactive Resources
Publications and Products
Browse Journal Articles
|
| By: Kimberly J. Linenberger and Stacey Lowery Bretz |
|
Journal of College Science Teaching, Sep 12
|
|
|
This article describes how digital pen-and-paper technology was used to improve data collection in research regarding students' learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations.
This article describes how digital pen-and-paper technology was used to improve data collection in research regarding students' learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations. [hide full abstract]
|
|
|
| By: David R. Terry |
|
Journal of College Science Teaching, Sep 12
|
|
|
The author describes an instrument for evaluating critical-thinking skills using science articles in the popular press.
The author describes an instrument for evaluating critical-thinking skills using science articles in the popular press. [hide full abstract]
|
|
|
| By: Sharon Dotger, Deborah Barry, Jason Wiles, Elizabeth Benevento, Frances Brzozowski, Jorge Hurtado-Gonzales, Nicole Jacobs, Ellen Royse, Debjeet Sen, Julia Snyder, Robert Stokes, and Ellen Wisner |
|
Journal of College Science Teaching, Sep 12
|
|
A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate... [view full summary]
A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg Equilibrium in undergraduate biology. [hide full abstract]
|
|
|
| By: David M. Majerich |
|
Journal of College Science Teaching, Sep 12
|
|
|
The author suggests expanding the NSTA community to two-year communities and four-year communities, so they can participate in conversations about grades 13–16 coordination.
The author suggests expanding the NSTA community to two-year communities and four-year communities, so they can participate in conversations about grades 13–16 coordination. [hide full abstract]
|
|
|
| By: Susan B. Chaplin and Nancy Z. Hartung |
|
Journal of College Science Teaching, Sep 12
|
|
Average User Rating:  |
A capstone to a biology introductory curriculum was developed with the specific goals of enhancing integration of course content, promoting development of oral presentation skills and critical reading and thinking skills, and introducing ecological principles... [view full summary]
A capstone to a biology introductory curriculum was developed with the specific goals of enhancing integration of course content, promoting development of oral presentation skills and critical reading and thinking skills, and introducing ecological principles omitted from the rest of the core. More than 90% of students agreed that the capstone course helped them appreciate global issues and read and critically analyze primary literature. [hide full abstract]
|
|
|
| By: Brittany Ziegler and Lisa Montplaisir |
|
Journal of College Science Teaching, Sep 12
|
|
Average User Rating:  |
In this study, the authors examined student portfolio-based assessment that has been implemented in an upper-level biology course. The two sections of the portfolios analyzed were students' written reflections and questions from the inquiry section. Students'... [view full summary]
In this study, the authors examined student portfolio-based assessment that has been implemented in an upper-level biology course. The two sections of the portfolios analyzed were students' written reflections and questions from the inquiry section. Students' knowledge of biological concepts was also assessed on an initial and final assessment. [hide full abstract]
|
|
|
| By: Charles Joseph Eick and David T. King Jr. |
|
Journal of College Science Teaching, Sep 12
|
|
Average User Rating:  |
The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video... [view full summary]
The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding. [hide full abstract]
|
|
|
| By: Steven M. Wright |
|
Journal of College Science Teaching, Sep 12
|
|
| Average User Rating: |
|
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses four important lessons for the author's teaching.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses four important lessons for the author's teaching. [hide full abstract]
|
|
|
| By: Xiang Huang and Calvin S. Kalman |
|
Journal of College Science Teaching, Sep 12
|
|
| Average User Rating: |
Reflective writing is a student-centered approach widely used in science and engineering courses that helps students develop a holistic scientific mindset. The authors present a multiple case study in two science courses in which students engaged in reflective... [view full summary]
Reflective writing is a student-centered approach widely used in science and engineering courses that helps students develop a holistic scientific mindset. The authors present a multiple case study in two science courses in which students engaged in reflective writing. The authors found that students with higher scores on an epistemology survey tended to use reflective writing in a more effective way to enhance their learning of textual material. [hide full abstract]
|
|
|
| By: Omolola A. Adedokun, Dake Zhang, Loran Carleton Parker, Ann Bessenbacher, Amy Childress, and Wilella Daniels Burgess |
|
Journal of College Science Teaching, Sep 12
|
|
Extant and emerging literature on undergraduate research experiences (UREs) focuses on the identification of their benefits to student participants. This study offers descriptions, drawn from an analysis of students' reflective journals, of three processes... [view full summary]
Extant and emerging literature on undergraduate research experiences (UREs) focuses on the identification of their benefits to student participants. This study offers descriptions, drawn from an analysis of students' reflective journals, of three processes through which UREs affected students' educational and career aspirations. Through UREs students increased their awareness of career options, clarified their career choices, and enhanced their professional credentials. [hide full abstract]
|
|
|
| By: Tonya Laakko Train and David E. Gammon |
|
Journal of College Science Teaching, Sep 12
|
|
| Average User Rating: |
Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. This article describes the course's unique structure and successful... [view full summary]
Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. This article describes the course's unique structure and successful administration. [hide full abstract]
|
|
|
| By: Cynthia C. Deaton and Benjamin Deaton |
|
Journal of College Science Teaching, Sep 12
|
|
| Average User Rating: |
This study examines the mentoring relationships of student instructors who provide supplemental instruction for undergraduate science courses. Specifically, the authors examined the relationships negotiated between mentor and protege student instructors... [view full summary]
This study examines the mentoring relationships of student instructors who provide supplemental instruction for undergraduate science courses. Specifically, the authors examined the relationships negotiated between mentor and protege student instructors during the first year of the mentoring program. [hide full abstract]
|
|