Volume 49, No. 3, January/February 2020
Confusing Science Vocabulary: When Negative Is Positive!
By Mark Milanick
Student-Constructed Weather Instruments Facilitate Scientific Inquiry
Students in introductory college science courses often have a simplified understanding of the scientific method. To introduce students to the comple...
By Cindy Shellito
Evaluating Information: The Impact of Major, Class Standing, and Experience With Primary Literature
Social media platforms and other internet sites may propagate inaccurate or misleading information. This misinformation encourages speculation, rumo...
By Shawn Stover and Michelle Mabry
A Team-Taught Interdisciplinary First-Year Seminar With a Focus on Blood
First-Year Seminars (FYS) offer a unique mode of introducing college students to new topics, research practices, and approaches to learning that the...
By Adele J. Wolfson and Justin Armstrong
A Learning Tool for Chemistry and Health Professions Students: Mnemonics for Writing Net Ionic Equations
Chemical mnemonic devices have been designed to aid students in understanding chemical concepts in previous years. This has been done for concepts suc...
By Angela L. Mahaffey
Teamwork Makes the Dream Work: Using Team-Based Learning in the Science Classroom
With an overwhelming amount of research and a demand for collaborative learning in the classroom, teachers are tackling challenges at all educationa...
By Virginia J. Moore, Elizabeth Mitchell Prewitt, Amber Jean Carpenter-McCullough, and Brooke A. Whitworth
An Introvert’s Perspective: Analyzing the Impact of Active Learning on Multiple Levels of Class Social Personalities in an Upper Level Biology Course
With calls to reassess higher education teaching methods, active learning practices have quickly become a popular alternative to traditional lecture...
By William C. Beckerson, Jennifer O. Anderson, John D. Perpich , and Debbie Yoder-Himes
Clickers Are Not Enough: Results of a Decade-Long Study Investigating Instructional Strategies in Chemistry
Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clic...
By David J. Weiss, Patrick McGuire, Wendi Clouse, and Raphael Sandoval
Building First-Year Science Writing Skills With an Embedded Writing Instruction Program
An important foundational skill developed in an undergraduate science program is the ability to find, critically evaluate, and communicate scientifi...
By David Dansereau, L. E. Carmichael, and Brian Hotson