Volume 4, Issue 6

Volume 4, Issue 6

Volume 4, Issue 6

In science education, the value of the constructivist methodology has long been integrated with experiential and hands-on learning while offering a framework for teaching and learning. In recent pre- and future postpandemic times, as various online modalities have been leveraged in the teaching of science, there should be a complementary approach taken to content and experiences in the online environment.

In science education, the value of the constructivist methodology has long been integrated with experiential and hands-on learning while offering a framework for teaching and learning. In recent pre- and future postpandemic times, as various online modalities have been leveraged in the teaching of science, there should be a complementary approach taken to content and experiences in the online environment.

Historically, undergraduate anatomy and physiology (A&P) has been a challenging course for incorporating conceptual learning techniques due to large class sizes and an emphasis on content and terminology. The project utilized the Predict-Observe-Explain (POE) strategy to create short activities based on real-world scenarios that incorporated A&P course material with the overarching concept of homeostasis. A total of five activities centered around the concept of homeostasis were created for the first semester of an introductory undergraduate A&P course.

Historically, undergraduate anatomy and physiology (A&P) has been a challenging course for incorporating conceptual learning techniques due to large class sizes and an emphasis on content and terminology. The project utilized the Predict-Observe-Explain (POE) strategy to create short activities based on real-world scenarios that incorporated A&P course material with the overarching concept of homeostasis. A total of five activities centered around the concept of homeostasis were created for the first semester of an introductory undergraduate A&P course.

Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students’ belief in evolution, or their lack thereof.

Acceptance of human evolution seems to be the majority position for the U.S. population; however, acceptance of evolution among conservative Christian groups is low, sometimes below 50%. There are many different reasons for this low acceptance, leading to a significant disconnect between scientific specialists and the general population. This study examined students in an introductory biology class at a large public university. Semistructured in-person interviews were conducted to better understand students’ belief in evolution, or their lack thereof.

Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have always used stories to share information and convey complex ideas. To those outside science, science communications can be laden with difficult terms and feel exclusive and unrelatable. There has been a recent call to develop science storytelling skills to improve accessibility of science for a general audience.

Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have always used stories to share information and convey complex ideas. To those outside science, science communications can be laden with difficult terms and feel exclusive and unrelatable. There has been a recent call to develop science storytelling skills to improve accessibility of science for a general audience.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.

Volume 60, Number 1

Joyful Science

This school year, let’s find ways to make learning joyful. When I think of joyful learning, I do not think only about the development of lifelong learners ready to ask questions, who actively dive into an inquiry, but I also see children who exhibit curiosity and inquisitiveness and are actively having fun.