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| By: Michael Rutledge |
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Journal of College Science Teaching , Jan 13
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Middle Tennessee State University recently developed an interdisciplinary PhD program with a specific concentration in "biology education." The program brings together faculty with expertise in basic biology, biology education, and educational theory... [view full summary]
Middle Tennessee State University recently developed an interdisciplinary PhD program with a specific concentration in "biology education." The program brings together faculty with expertise in basic biology, biology education, and educational theory and practice to prepare scholars who possess the expansive set of professional skills that will allow them to advance the field of biology education. [hide full abstract]
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| By: Kate Popejoy and Kathryn S. Asala |
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Journal of College Science Teaching , Jan 13
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Through weekly Team Approach to Successful Learning workshops, students learn and apply problem-solving strategies, coached by specially trained peer learning coaches.
Through weekly Team Approach to Successful Learning workshops, students learn and apply problem-solving strategies, coached by specially trained peer learning coaches. [hide full abstract]
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| By: Brahmadeo Dewprashad, Geraldine S. Vaz, and Sharon A. Vaz |
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Journal of College Science Teaching , Jan 13
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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 clinical case study pertaining to a patient with medication-induced hemoglobenia was developed and... [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 clinical case study pertaining to a patient with medication-induced hemoglobenia was developed and used to teach several core concepts in General Organic and Biological Chemistry. [hide full abstract]
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| By: Ann Cutler |
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Journal of College Science Teaching , Jan 13
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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: Sara E. Brownell, Waheeda Khalfan, Dominique Bergmann, and Robert Simoni |
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Journal of College Science Teaching , Jan 13
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This article presents a program that introduces undergraduates to the diversity and scope of biological research and also provides unique teaching opportunities for graduate students and postdoctoral fellows. Explorations are research-based, hands-on... [view full summary]
This article presents a program that introduces undergraduates to the diversity and scope of biological research and also provides unique teaching opportunities for graduate students and postdoctoral fellows. Explorations are research-based, hands-on classes that are developed and taught by graduate students and postdocs on a specific topic in biology that is not taught in the traditional introductory biology curriculum. [hide full abstract]
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| By: Ethel R. Wheland, William J. Donovan, J. Thomas Dukes, Helen K. Qammar, Gregory A. Smith, and Bonnie L. Williams |
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Journal of College Science Teaching , Jan 13
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This article describes an innovative collaboration between instructors of non-STEM courses and scientists who teach STEM courses in the GATE (Green Action Through Education) learning community.
This article describes an innovative collaboration between instructors of non-STEM courses and scientists who teach STEM courses in the GATE (Green Action Through Education) learning community. [hide full abstract]
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| By: Cheston A. Saunders |
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Journal of College Science Teaching , Jan 13
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This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses science fairs from the judge's point of view.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses science fairs from the judge's point of view. [hide full abstract]
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| By: Matthew J. Kloser, Sara E. Brownell, Richard J. Shavelson, and Tadashi Fukami |
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Journal of College Science Teaching , Jan 13
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This article presents the evaluation of a research-based introductory biology lab course focused on an ecological system. Pre- and postcourse surveys and performance assessments were administered to nonvolunteer students to measure the course's impact... [view full summary]
This article presents the evaluation of a research-based introductory biology lab course focused on an ecological system. Pre- and postcourse surveys and performance assessments were administered to nonvolunteer students to measure the course's impact on cognitive and affective constructs. [hide full abstract]
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| By: Pamela Scott and Thomas C. Pentecost |
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Journal of College Science Teaching , Jan 13
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The implementation of a new first-semester general chemistry laboratory curriculum provided an opportunity to answer the following question: How does the degree of inquiry-based laboratory instruction impact student performance in the laboratory portion... [view full summary]
The implementation of a new first-semester general chemistry laboratory curriculum provided an opportunity to answer the following question: How does the degree of inquiry-based laboratory instruction impact student performance in the laboratory portion of a first-semester general chemistry course? [hide full abstract]
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| By: Rachael A. Lancor |
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Journal of College Science Teaching , Jan 13
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This article describes how student-generated analogies are shown to be an effective means of eliciting ideas about energy in systems from biology, chemistry, and physics.
This article describes how student-generated analogies are shown to be an effective means of eliciting ideas about energy in systems from biology, chemistry, and physics. [hide full abstract]
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| By: Jessica Poulin, Bina Ramamurthy, and Katharina Dittmar |
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Journal of College Science Teaching , Jan 13
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Students test hypotheses pertaining to the tenants of Mendelian and population genetics using Pop!World, a virtual tool that teaches introductory population genetics through intuitive, inquiry-based virtual discoveries.
Students test hypotheses pertaining to the tenants of Mendelian and population genetics using Pop!World, a virtual tool that teaches introductory population genetics through intuitive, inquiry-based virtual discoveries. [hide full abstract]
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| By: Lynda P. Nelson, Rodney K. Nelson, and Linda Tichenor |
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Journal of College Science Teaching , Jan 13
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The study described in this article provides information needed for effective development of strategies to address issues of academic dishonesty and helping students understand the effects that their actions could have on their lives.
The study described in this article provides information needed for effective development of strategies to address issues of academic dishonesty and helping students understand the effects that their actions could have on their lives. [hide full abstract]
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