JoinAll Postsecondary resources
Blog Post
Building Critical Thinkers by Showing the Societal Impact of Inventions
By Ainissa Ramirez, Ph.D.
Journal Article
Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses
Metacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students complete after an exam noti...
By Linda C. Hodges, Lisa C. Beall, Eric C. Anderson, Tara S. Carpenter, Lili Cui, Elizabeth Feeser, Tiffany Gierasch, Kalman M. Nanes, H. Mark Perks, and Cynthia Wagner
Journal Article
English language learners are increasingly entering classrooms using student-centered instruction that places a greater emphasis on spoken language. While active learning is beneficial for a range of student outcomes, these practices force language...
By Benjamin Wiggins, Hannah Jordt, and Kerri Wingert
Journal Article
Learning Science With Mobile Technologies
The use of technology is increasing rapidly in our society, and classroom teachers must recognize the impact and importance of technology in the lives of their students. It is crucial that college faculty involved in teacher training design courses...
By Deepika Menon, Zarah Salas, Allison Mellendick, Meera Chandrasekhar, and Dorina Kosztin
Journal Article
The main objective of this study was to characterize the acceptance of evolution among biology majors. Semi-structured interviews were carried out to track the opinions of students in relation to two aspects of evolution: (1) attitudes toward evolu...
By Chad Talbot, Zeegan George, and T. Heath Ogden
Journal Article
Teaching Sciences With Impact Using the Lectorial Approach: Stimulating Active Learning
This article reports on students’ experiences of the lectorial approach that was implemented for health science students studying sciences at a South Australian university. A lectorial, based on active student-centered learning, is a newly-design...
By Jyothi Thalluri and Joy Penman
Journal Article
A Research-Based Checklist for Development and Critique of STEM Instructional Videos
The technical barriers to video production are decreasing and the popularity of video as an instructional medium in science is increasing. Although a large body of education research is available to inform the selection and design of instructional ...
By Sherry Seethaler, Adam J. Burgasser, Thomas J. Bussey, John Eggers, Stanley M. Lo, Jeffrey M. Rabin, Laura Stevens, and Haim Weizman
Journal Article
Designing to Disrupt Traditional Conceptions of Scientific Competence
Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the design of STEM courses. Equity-...
By Sabriya N. Rosemond, Erin S. Palmer, Kelly C. Y. Wong, Vishnu Murthy, and Angelica M. Stacy
Journal Article
Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology stud...
By Matthew R. Fisher, Deborah Cole, Youngha Oh, and Sheela Vemu
Web Seminar
Archive: Back to School with NSTA, NSELA, and CS3, August 20, 2020
The National Science Teaching Association (NSTA), the National Science Education Leadership Association, and the Council of State Science Supervisors have created a series of one-pagers that focuses on quality teaching and learning in science and pro...
Journal Article
Comparing Academically Homogeneous and Heterogeneous Groups in an Active Learning Physics Class
Many methods have been developed for managing groups in active learning classes, but little research has been done on the effect of group structure itself. Results are presented for an active learning physics class in which half of the class was pl...
By Michael Briggs
Journal Article
Concept maps make connections between ideas apparent, and thus would seem ideally suited to demonstrate learning. Yet, they are not widely used by instructors, particularly in large university classes. In this paper we review the strengths and rati...
By Carl-Georg Bank and Heidi Daxberger