Students must be able to evaluate primary literature, yet few options exist within the undergraduate curriculum to develop the necessary skills. In this article, we offer an adapted journal club that provides students opportunities to critically analyze selected research articles, emphasizing scientific communication, critical thinking, and practical application of coursework.

Students must be able to evaluate primary literature, yet few options exist within the undergraduate curriculum to develop the necessary skills. In this article, we offer an adapted journal club that provides students opportunities to critically analyze selected research articles, emphasizing scientific communication, critical thinking, and practical application of coursework.

The development and implementation of varied assessment practices is a major focus in higher education. Assessment benefits both students and teachers; it informs teachers about students’ learning and misconceptions, thereby helping teachers improve teaching practices and students assess their current state of understanding. In general, the field lacks a rubric or an assessment model for assessing students’ understanding of science content and their representations, which was the impetus for this study.

The development and implementation of varied assessment practices is a major focus in higher education. Assessment benefits both students and teachers; it informs teachers about students’ learning and misconceptions, thereby helping teachers improve teaching practices and students assess their current state of understanding. In general, the field lacks a rubric or an assessment model for assessing students’ understanding of science content and their representations, which was the impetus for this study.

This article explores results from a 3-year model of laboratory instruction, Project Synapse, that synthesized biology, chemistry, and communication curricula for first-year science majors at a STEM-focused university. Laboratory biology-chemistry integration was featured at natural intersections where disciplines used similar tools, such as microscopy, or areas where content naturally overlapped, such as the biochemistry of photosynthesis. Communication-related proficiencies, such as lab report writing, were featured across disciplines and in stand-alone writing courses.

This article explores results from a 3-year model of laboratory instruction, Project Synapse, that synthesized biology, chemistry, and communication curricula for first-year science majors at a STEM-focused university. Laboratory biology-chemistry integration was featured at natural intersections where disciplines used similar tools, such as microscopy, or areas where content naturally overlapped, such as the biochemistry of photosynthesis. Communication-related proficiencies, such as lab report writing, were featured across disciplines and in stand-alone writing courses.

This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientific discussion. The design builds on existing models to maximize student gains in ability, confidence, and postgraduate preparation.

This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientific discussion. The design builds on existing models to maximize student gains in ability, confidence, and postgraduate preparation.

This study is an exploratory comparison of 69 Hispanic students enrolled in first-semester general chemistry (Chem I) who attended either a Hispanic-Serving or emerging Hispanic-Serving Institution and were not successful in Chem I. Students’ automaticity skills (what can be done without the aid of a calculator) in arithmetic and quantitative reasoning were analyzed based on students’ personal characteristics such as gender, prior knowledge in chemistry and mathematics, entry college (i.e., STEM or not), and parents’ academic background.

This study is an exploratory comparison of 69 Hispanic students enrolled in first-semester general chemistry (Chem I) who attended either a Hispanic-Serving or emerging Hispanic-Serving Institution and were not successful in Chem I. Students’ automaticity skills (what can be done without the aid of a calculator) in arithmetic and quantitative reasoning were analyzed based on students’ personal characteristics such as gender, prior knowledge in chemistry and mathematics, entry college (i.e., STEM or not), and parents’ academic background.

To inform teacher education programs, it is imperative to uncover preservice teachers’ (PSTs) implicit and tacit beliefs about teaching and learning science. The study of teachers’ beliefs requires a range of methodological approaches to unearth their tacit beliefs. In that regard, this study used metaphor construction in conjunction with drawing tasks to examine PSTs’ beliefs about teaching and learning science. A total of 129 preservice elementary teachers were asked to construct metaphors and drawings characterizing science teaching and learning.

To inform teacher education programs, it is imperative to uncover preservice teachers’ (PSTs) implicit and tacit beliefs about teaching and learning science. The study of teachers’ beliefs requires a range of methodological approaches to unearth their tacit beliefs. In that regard, this study used metaphor construction in conjunction with drawing tasks to examine PSTs’ beliefs about teaching and learning science. A total of 129 preservice elementary teachers were asked to construct metaphors and drawings characterizing science teaching and learning.

Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into the instruction of an Introduction to Physics I university course so that students could better understand their learning progress and development throughout the course.

Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into the instruction of an Introduction to Physics I university course so that students could better understand their learning progress and development throughout the course.

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. We argue that energy is an idea best taught in an interdisciplinary manner. While most physics courses explore ideas such as mechanical energy and conservation of energy, it is imperative that a more practical view of energy as fuel be addressed since this has particular relevance to our students’ future.

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. We argue that energy is an idea best taught in an interdisciplinary manner. While most physics courses explore ideas such as mechanical energy and conservation of energy, it is imperative that a more practical view of energy as fuel be addressed since this has particular relevance to our students’ future.

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

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

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