JoinJournal of College Science Teaching—May/June 2022
Volume 51
Number 4
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.”
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
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
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
Journal Article
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
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
Journal Article
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
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
Journal Article
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
Journal Article
Developing a Classroom Assessment Rubric
The development and implementation of varied assessment practices is a major focus in higher education. Assessment benefits both students and teachers...
By Chandrani Mishra, Loran Carleton Parker, and Kari L. Clase
Journal Article
An Adapted Journal Club Approach
Students must be able to evaluate primary literature, yet few options exist within the undergraduate curriculum to develop the necessary skills. In th...
By Melissa Eslinger, Sydney Alekseyev, and Helen Schroeder