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Journal of College Science Teaching

Read NSTA's award-winning, peer-reviewed research journal for postsecondary level science educators.

 

Current Issue

May/June 2022

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This month’s issue of features interdisciplinary lessons for teaching energy and entropy, self-regulated learning strategies for an introductory physics course, an investigation of elementary pre-service teachers’ beliefs about teaching and learning, with a special article on social justice service-learning at an HBCU in the wake of COVID-19. Our Research & Teaching section covers articles about, college readiness of Hispanic students in a STEM gateway course, data analysis of a literature intensive undergraduate course, a thought-provoking article on community and skills enhanced by a shared biology-chemistry-communication laboratory with a STEM focus, developing a classroom assessment rubric, and Integrating Contemporary Literature into the Undergraduate Classroom. Plus, an interesting look at why people say, “I believe in science.” 

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Current Issue

Journal Article

Why Do People Say, “I Believe in Science”?

Many people in the general public say, “I believe in science.” Why don’t they say, “I believe in reading” or similar statements about other ...

By Kristy M. Palmer

Postsecondary Advocacy

Journal Article

Social Justice Service-Learning at an HBCU

Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that suppo...

By Nastassia N. Jones and Francesca M. Mellieon-Williams

Biology Equity Social Justice

Journal Article

Interdisciplinary Lessons on Energy and Entropy

This article presents ideas and narratives of an experiment on the concept of energy developed for an honors seminar on energy and a mechanics course....

By Mika Munakata, Ashwin Vaidya, and Dirk Vanderklein

Postsecondary Climate Change Interdisciplinary Physical Science

Journal Article

Self-Regulated Learning Strategies for the Introductory Physics Course With Minimal Instructional Time Required

Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of th...

By Stephanie Toro

Postsecondary Assessment Learning Progression Teaching Strategies

Journal Article

Investigating Elementary Preservice Teachers’ Beliefs About Teaching and Learning Science

To inform teacher education programs, it is imperative to uncover preservice teachers’ (PSTs) implicit and tacit beliefs about teaching and learning...

By Ezgi Yesilyurt

Postsecondary Pre-service Teachers Preservice Science Education Teacher Preparation Teaching Strategies

Journal Article

Personal Characteristics Influencing College Readiness of Hispanic Students in a STEM Gateway Course, First-Semester General Chemistry

This study is an exploratory comparison of 69 Hispanic students enrolled in first-semester general chemistry (Chem I) who attended either a Hispanic-S...

By Adrian Villalta-Cerdas, Anton Dubrovskiy, Deborah Rush Walker, Blain Mamiya, G. Robert Shelton, Cynthia B. Powell, Susan Broadway, Rebecca Weber, and Diana Mason

College Chemistry Equity Inclusion Multicultural Social Justice STEM

Journal Article

A Model for a Data Analysis– and Literature-Intensive Undergraduate Course

This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientifi...

By Karen Resendes

College Assessment Interdisciplinary Literacy Teaching Strategies

Journal Article

New Community Creation Through a Shared Biology-Chemistry-Communication Laboratory Model for First-Year STEM Majors

This article explores results from a 3-year model of laboratory instruction, Project Synapse, that synthesized biology, chemistry, and communication c...

By Margery Gardner, Neal Abrams, Gregory McGee, and Elizabeth Hogan

College Biology Chemistry Interdisciplinary Labs STEM

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