JoinPhenomena Interest Comes Naturally to Young Children
Science and Children—September/October 2024
By Shelly Counsell
A child’s world is one filled with observable daily events or facts referred to as phenomenon that exist or happen, especially those that invoke a cause or explanation in question. From the earliest ages, young children are active learners exploring their surroundings, determining what can be done with it, and what it can do. Phenomenon that children cannot directly engage with may be easily misunderstood, attributing the causality to magic or other intuition-based (preoperational) reasoning (Piaget 1971) without expert knowledge and discussion shared by adults. Bubbles is a phenomenon that young children can easily explore and investigate, offering a wide range of design challenges within both natural and man-made worlds.
A child’s world is one filled with observable daily events or facts referred to as phenomenon that exist or happen, especially those that invoke a cause or explanation in question. From the earliest ages, young children are active learners exploring their surroundings, determining what can be done with it, and what it can do. Phenomenon that children cannot directly engage with may be easily misunderstood, attributing the causality to magic or other intuition-based (preoperational) reasoning (Piaget 1971) without expert knowledge and discussion shared by adults.
A child’s world is one filled with observable daily events or facts referred to as phenomenon that exist or happen, especially those that invoke a cause or explanation in question. From the earliest ages, young children are active learners exploring their surroundings, determining what can be done with it, and what it can do. Phenomenon that children cannot directly engage with may be easily misunderstood, attributing the causality to magic or other intuition-based (preoperational) reasoning (Piaget 1971) without expert knowledge and discussion shared by adults.
From Chalkboards to AI
Understanding AI: A Teacher's Guide
By Valerie Bennett, Ph.D., Ed.D., and Christine Anne Royce, Ed.D.
Posted on 2024-09-16
Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning
Journal of College Science Teaching—September/October 2024
By Sarah Leupen, Tory Williams, Linda Hodges, Laura Ott, Eric Anderson, Lili Cui, Kalman Nanes, H. Perks, Cynthia Wagner
Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students’ ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors’ information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students’ use and perceived benefit of learning objectives and in instructors’ implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students’ ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans.
Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students’ ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities.
Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students’ ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities.
“Flipping” a course: is it worth it? A multiyear analysis of interactive and student-centered pedagogy in an introductory physical geology course
Journal of College Science Teaching—September/October 2024
By Theresa Halligan, Cinzia Cervato, Ulrike Genschel
This study summarizes the comparison of interactive lecturing and technology-supported student-centered pedagogy across six semesters of an introductory physical geology course. A multiple linear regression analysis of 967 student scores shows that absent raw exam scores, homework, and in-class attendance, performance on the first exam (score <60%), and pedagogy are the strongest predictors of students’ final exam scores. Individual final exam scores showed a significant negative difference between the two semesters with interactive lecturing and the four with student-centered pedagogy. STEM students performed better on average than non-STEM majors; however, this difference became less significant for students who scored <60% in the first exam. Female students scored on average 2% lower than males. We found no evidence that the transition to a swivel-seat auditorium from a fixed seat one in the last two semesters had an impact on the final exam or final grade.
We conclude that a student-centered approach that relies heavily on technology does not necessarily imply higher efficacy over interactive lecturing, and that engaging students on how to effectively use learning resources is an important component of active learning.
This study summarizes the comparison of interactive lecturing and technology-supported student-centered pedagogy across six semesters of an introductory physical geology course. A multiple linear regression analysis of 967 student scores shows that absent raw exam scores, homework, and in-class attendance, performance on the first exam (score <60%), and pedagogy are the strongest predictors of students’ final exam scores. Individual final exam scores showed a significant negative difference between the two semesters with interactive lecturing and the four with student-centered pedagogy.
This study summarizes the comparison of interactive lecturing and technology-supported student-centered pedagogy across six semesters of an introductory physical geology course. A multiple linear regression analysis of 967 student scores shows that absent raw exam scores, homework, and in-class attendance, performance on the first exam (score <60%), and pedagogy are the strongest predictors of students’ final exam scores. Individual final exam scores showed a significant negative difference between the two semesters with interactive lecturing and the four with student-centered pedagogy.
Resources university science and mathematics students use to replace or supplement lectures in the 21st century: A case study
Journal of College Science Teaching—September/October 2024
By Andrew Seen, Tony Kerr, Joee Kelk, Sharon Fraser
The development of web-based technologies in recent decades has provided ready access to a wealth of on-line educational resources, and despite concerns that availability of on-line recorded lectures impacts on-campus attendance, we believe there needs to be more focus on the learning resources students engage with, along with why and how they use these resources. Our survey of first year science and mathematics students found that more than 80% of on-campus and off-campus students engaged with ?75% of lectures by attending face-to-face and / or viewing on-line lectures. And when asked about their use of external resources, 80% of students reported using YouTube and / or Open Educational Resources, amongst other on-line resources, to provide increased understanding of content and to view worked problems. Knowing that a large percentage of students will seek out additional on-line resources, we conclude that ensuring all students have well developed on-line search skills and the ability to critically assess the quality of on-line resources are important contributions that teaching staff can make to student learning.
The development of web-based technologies in recent decades has provided ready access to a wealth of on-line educational resources, and despite concerns that availability of on-line recorded lectures impacts on-campus attendance, we believe there needs to be more focus on the learning resources students engage with, along with why and how they use these resources. Our survey of first year science and mathematics students found that more than 80% of on-campus and off-campus students engaged with ?75% of lectures by attending face-to-face and / or viewing on-line lectures.
The development of web-based technologies in recent decades has provided ready access to a wealth of on-line educational resources, and despite concerns that availability of on-line recorded lectures impacts on-campus attendance, we believe there needs to be more focus on the learning resources students engage with, along with why and how they use these resources. Our survey of first year science and mathematics students found that more than 80% of on-campus and off-campus students engaged with ?75% of lectures by attending face-to-face and / or viewing on-line lectures.
“Enhancing” exam wrappers with research into learning is associated with a shift in study strategies in a first semester biology course.
Journal of College Science Teaching—September/October 2024
By Maya Sobel, Linden Higgins
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course. Early and final wrappers collected information about students’ choices and reflections on those choices, and mid-semester wrappers including links to research descriptions at the Learning Scientists website. Students reported initially using passive learning methods, such as rereading, for their primary study strategies, and the primary intended change was to increase time spent studying. At the end of the semester, the majority of students reported shifting to active strategies such as forced recall, with a proportional decline in rereading as a primary study strategy.
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course.
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course.
We have more in common than we think: A comparison of scientific skills and disciplinary practices in the guiding documents for Biology, Chemistry, and Mathematics
Journal of College Science Teaching—September/October 2024
By Daniel SIlverio, Eugenia Villa-Cuesta, Alison Hyslop, Kevin Kolack, Sabrina Sobel
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor’s Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines’ competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change.
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines.
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines.
Student-centered approaches to breaking through scientific writing barriers
Journal of College Science Teaching—September/October 2024
By Laura Young, Blessing Okosun, Lydia Westberg, Diane Darland, Emily Gisi, Julia Hampton, He Huang, Lydia Kantonen, DEHUI KONG, Lynda LaFond, Jeremy Martin
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course. Course topics were drawn from self-identified student challenge areas and presented using in-class activities and discussion. Students selected their semester-long project on which to work, including research proposals, thesis chapters, and manuscripts. Students exchanged two rounds of peer review that provided overview comments and detailed editorial feedback. At each stage of their project, students built on their previous work in response to peer and instructor feedback. All students made progress on their individual projects and the majority improved their skills in at least one challenge area. This student-directed approach to scientific writing offers an opportunity to empower students to improve their writing skills with an emphasis on establishing consistent writing habits that will benefit students throughout their professional careers.
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course.
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course.
Out of School Engagements in Forensic Science on a College Campus
Journal of College Science Teaching—September/October 2024
By Sonali Raje, Keri-Anne Croce, Noelle Neff, Shannon Stitzel, Kelly Elkins
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners. This article examines how out of school engagements on university and college campuses can help bridge the gap between high school and university experiences. We examine data collected as students from diverse populations participate in one out of school engagement at a university that focused on forensic science. Our analysis focuses on the progressions of students’ argumentation abilities, content knowledge, and development of interest in forensic science. The results suggest that out of school engagements on college campuses have the potential to provide critical support to developing high school students in the area of forensic science.
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners.
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners.
Can a simple metacognitive intervention influence students’ knowledge, behavior, and performance?
Journal of College Science Teaching—September/October 2024
By Kathleen Hefferon, Esther Angert, Anna Levina
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning. The following study was conducted over multiple years and in several university biology classrooms to determine whether a brief instructional activity on metacognition and Bloom’s taxonomy would cause students to reflect upon and perhaps revise their study strategies. The results of our study suggest that with a minimal effort, and using simple, universal metacognition interventions, instructors can elicit students to reflect upon their own thinking processes, revise their study strategies to foster deeper learning, and achieve higher learning outcomes. An additional, significant outcome of the metacognition interventions presented here could be the transformation of individual student engagement with course content into a more holistic, collaborative learning community, as a direct result of in-class discussion of learning strategies.
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning.
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning.