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GENERATE: The Game of Energy Choices

Promoting energy literacy while cultivating systems thinking

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Emma Refvem and Dana Haine

GENERATE: The Game of Energy Choices

 

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Virtual Field Trips

Pivoting Cross-Curricular Experiential Learning to an Online Platform

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Heather McPherson, Gregory Frank, Rebecca Pearce, and Ernest Hoffman

Virtual Field Trips

 

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Collaboration Crushes Competition!

Preparing High School Research Students for Success in Big Science Careers

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Lucinda Hemmick, Dame Forbes, Robert Bolen, Mary Kroll, Dianna Gobler, John Halloran, Vivian Stojanoff, and Aleida Perez

Collaboration Crushes Competition!

 

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Who Is Most Affected By COVID-19?

Using StoryMaps With Student Investigations

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Laura Lusardi and Rachelle Haroldson

Who Is Most Affected By COVID-19?

 

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Media Literacy in the Age of COVID and Climate Change

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Jocelyn Miller, Linda Rost, Connor Bryant, Robyn Embry, Shazia Iqbal, Claire Lannoye-Hall, and Missie Olson

Media Literacy in the Age of COVID and Climate Change

 

Resource Rendezvous

Soldiers of Science

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Holly Amerman

 

FOCUS ON PHYSICS

Crunching Cans and Generating Power

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Paul G. Hewitt

 

Citizen Science

Learning on Location With NASA GLOBE Observer

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Jill Nugent

 

Editor's Corner

COVID-19: One Year Later

The Science Teacher—July/August 2021 (Volume 88, Issue 6)

By Ann Haley MacKenzie

 

Research and Teaching

Adding Necessary Rigor to Engineering Pedagogical Change

Instructional Innovation Versus Research-Informed Counter-Resistance

Journal of College Science Teaching—July/August 2021 (Volume 50, Issue 6)

By Yonghee Lee, Carl Lund, and Randy Yerrick

In this study, we explore the teaching of an acclaimed engineering education professor and his struggles to transform his classroom in light of the National Academy of Engineering standards. We argue that pedagogical changes, particularly in contexts where students have been highly successful, may be preemptively abandoned in response to students’ floundering. We offer three instances in which direct counter-resistance to students’ responses to pedagogical innovation allowed this expert instructor to achieve his long-term goal of students’ higher-level thinking. Implications for future teaching and research are discussed.

 

In this study, we explore the teaching of an acclaimed engineering education professor and his struggles to transform his classroom in light of the National Academy of Engineering standards. We argue that pedagogical changes, particularly in contexts where students have been highly successful, may be preemptively abandoned in response to students’ floundering. We offer three instances in which direct counter-resistance to students’ responses to pedagogical innovation allowed this expert instructor to achieve his long-term goal of students’ higher-level thinking.
In this study, we explore the teaching of an acclaimed engineering education professor and his struggles to transform his classroom in light of the National Academy of Engineering standards. We argue that pedagogical changes, particularly in contexts where students have been highly successful, may be preemptively abandoned in response to students’ floundering. We offer three instances in which direct counter-resistance to students’ responses to pedagogical innovation allowed this expert instructor to achieve his long-term goal of students’ higher-level thinking.
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