Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom | NSTA

Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

Journal of College Science Teaching—March/April 2018

In this exploratory case study, the authors consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle.

You may also like

Journal Article

Sensing in Animals and Robots: Collaborative, Transdisciplinary Learning in an Undergraduate Science Course

Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepa...

Journal Article

Implementing Universal Design for Learning in the Higher Education Science Classroom

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be use...

Journal Article

Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention

The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based intervent...

Journal Article

Equitable instructor assessment changes amid COVID-19 pandemic

The coronavirus (COVID-19) outbreak mandated a rapid transition to online classes with little warning. Previous literature studying the effect of this...