Read NSTA's award-winning, peer-reviewed research journal for postsecondary level science educators.
In this issue, “Practice Makes Better: A Classroom Investigation of Practice Effects” features an answer to the age-old question that students ask, “Why do we have to do this over and over again?” through the use of the Seeker Game. Our other Feature article, “Incorporating Programming, Modeling and Data Analysis into an Introductory Biology Course”, shares unit examples which make quantitative data more relevant and engaging in an introductory biology course. And the article by Christine O'Donnell takes an in-depth look at integrating students’ worldviews within an introductory astronomy course.
In the Research and Teaching column you will find: an interesting investigation into the efficacy of using preconceptions using a groundwater instructional sequence; a study of pre-service teachers’ knowledge and attitudes towards wind energy education; a timely piece comparing face-to-face Peer-Led Team Learning vs. Cyber Peer-Led Team Learning; the use of Primary Literature in Undergraduate Science Courses; and an interesting look into mediation of collaborative work.
The Two-year Community column article showcases a truly interdisciplinary/team-taught course to inform and motivate student learning utilizing a unit on sustainability. In the POV, Patrick Cafferty shares an innovative idea for connecting with your students.
Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a varie...
By Patrick Cafferty
Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present ...
By Monika Sikand, Claudio Mazzatenta, Keith Wong, Joseph Bush, and Aaron M. Socha
Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly a...
By Jeff Shrager
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homewo...
By Eliot C. Bush, Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz
Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the...
By Leilani A. Arthurs, Justin Elwonger, and Chelsie M. Kowalski
The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this st...
By Mamta Singh
Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety ...
By Sarah Beth Wilson and Pratibha Varma-Nelson
Primary literature—consisting of novel peer-reviewed articles and conference proceedings—has been associated with several positive outcomes for st...
By Jeremy David Sloane