Journal of College Science Teaching

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

Current Issue

January/February 2021

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.

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Current Issue

Journal Article

Taking the Office Hour Out of the Office

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

Journal Article

Sustainability, Energy, and the Green Economy

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 Socha

Journal Article

Practice Makes Better: A Classroom Investigation of Practice Effects

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

Journal Article

Incorporating Programming, Modeling, and Data Analysis Into an Introductory Biology Course

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

Computer Science

Journal Article

Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

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

Journal Article

Assessing Preservice Teachers’ Experience With Wind Energy Education Through A Cooperative Learning Experience

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

Journal Article

Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course

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

Journal Article

Primary Literature in Undergraduate Science Courses: What are the Outcomes?

Primary literature—consisting of novel peer-reviewed articles and conference proceedings—has been associated with several positive outcomes for st...

By Jeremy David Sloane