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Course-Based Undergraduate Research Experiences for Laboratory Learning in the Life Sciences

Journal of College Science Teaching—January/February 2024

By ,

Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science’s Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared to traditional courses. Students who participate in CUREs may be more likely to continue in the sciences compared to students without an authentic research experience. CUREs are often offered as single courses. Multi-semester CUREs increase potential for undergraduate publication and presentation of their science and benefits faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. We offer a review of current literature on the benefits and limitations of CUREs.
Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science’s Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy.
Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science’s Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy.
 

Combining Different Inoculation Types to Increase Student Engagement and Build Resilience Against Science Misinformation

Journal of College Science Teaching—January/February 2024

By ,

Inoculation theory, which applies the biological concept of vaccination to misinformation, provides a range of ways to effectively build resilience against misinformation. In this article, we define and organize the various types of inoculation, which includes three delivery mechanisms that can be useful in the classroom—passive, active, and experiential. In passive inoculations, students passively receive inoculating messages while in active inoculations, students actively generate misinformation using misleading techniques. We introduce a new category of inoculation—experiential—which involves misleading students then debriefing them on how they were misled. We then describe how these three techniques were implemented in a general-education science class designed to teach critical thinking and science literacy. Through these activities, we illustrate how the different types of inoculation can be creatively combined to maximize student engagement and learning.
Inoculation theory, which applies the biological concept of vaccination to misinformation, provides a range of ways to effectively build resilience against misinformation. In this article, we define and organize the various types of inoculation, which includes three delivery mechanisms that can be useful in the classroom—passive, active, and experiential. In passive inoculations, students passively receive inoculating messages while in active inoculations, students actively generate misinformation using misleading techniques.
Inoculation theory, which applies the biological concept of vaccination to misinformation, provides a range of ways to effectively build resilience against misinformation. In this article, we define and organize the various types of inoculation, which includes three delivery mechanisms that can be useful in the classroom—passive, active, and experiential. In passive inoculations, students passively receive inoculating messages while in active inoculations, students actively generate misinformation using misleading techniques.
 

Students as Creators of Instructional Videos: Best Practices and Lessons Learned

Journal of College Science Teaching—January/February 2024

By , ,

Clear, detailed instructional procedures have an important role to play in laboratory teaching, not only to produce consistent results, but to ensure safe practices. Student success in using these can be strengthened through the use of video resources. However, not all video content will have the same impact. Videos must have sufficient relevance and focus to connect with the user’s experience level. Achieving this target can be a challenge for a subject matter expert because they have come a long way from first learning the relevant lab skills. As a result, drawing on the fresh perspective of recent trainees to generate instructional video content can make a difference in the impactfulness of the final product. Their heightened awareness of new experiences can not only better focus the content on the most straightforward essentials, but also shape the content into a story-like format, thereby amplifying the power to connect with future users. In this paper we identify and explain elements that contribute to the development of robust student-generated video resources, including principles of cognition, instructional design, and social networking, and we demonstrate how key aspects of procedural communication can be applied in making and using instructional videos in academic teaching labs.
Clear, detailed instructional procedures have an important role to play in laboratory teaching, not only to produce consistent results, but to ensure safe practices. Student success in using these can be strengthened through the use of video resources. However, not all video content will have the same impact. Videos must have sufficient relevance and focus to connect with the user’s experience level. Achieving this target can be a challenge for a subject matter expert because they have come a long way from first learning the relevant lab skills.
Clear, detailed instructional procedures have an important role to play in laboratory teaching, not only to produce consistent results, but to ensure safe practices. Student success in using these can be strengthened through the use of video resources. However, not all video content will have the same impact. Videos must have sufficient relevance and focus to connect with the user’s experience level. Achieving this target can be a challenge for a subject matter expert because they have come a long way from first learning the relevant lab skills.
 

Comparison of Knowledge Gained in a Face-to-Face versus an Online College-Level Nutrition Course

Journal of College Science Teaching—January/February 2024

Although evidence exists that online education can result in comparable outcomes as the equivalent face-to-face (F2F) version, there is still a dearth in the literature. The objective of this pilot was to investigate differences in academic performance between students participating in the F2F versus online version of Nutrition 10, an introductory, college-level nutrition course. Students enrolled in Nutrition 10 (F2F) (n=907) and Nutrition 10V (virtual) (n=1,239) completed a 27-item nutrition knowledge questionnaire before (pre-) and after the class (post-) developed from the learning objectives (=0.92). Students that took the class, regardless of delivery method, improved nutrition knowledge (+6.9 points; p<0.01). In the F2F class, students exhibited a greater improvement in nutrition knowledge (+7.7 points; p<0.01) compared to the virtual class (+6.3 points; p<0.01). There were significant differences in grades based on the quarter the course was offered. Fall 2019 F2F students received a grade that was 2.9% greater than the virtual course (p<0.05), whereas Winter 2020 virtual students received a grade that was 1.2% greater than the F2F course (p<0.01). Although both F2F and online education share many similarities, there are still significant differences that remain between the two modalities.
Although evidence exists that online education can result in comparable outcomes as the equivalent face-to-face (F2F) version, there is still a dearth in the literature. The objective of this pilot was to investigate differences in academic performance between students participating in the F2F versus online version of Nutrition 10, an introductory, college-level nutrition course.
Although evidence exists that online education can result in comparable outcomes as the equivalent face-to-face (F2F) version, there is still a dearth in the literature. The objective of this pilot was to investigate differences in academic performance between students participating in the F2F versus online version of Nutrition 10, an introductory, college-level nutrition course.
 

Freebies and Opportunities for Science and STEM Teachers, January 30, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, January 30, 2024

Transforming Science Learning: Assessment of Sensemaking Through the Crosscutting Concepts, May 14, 2024

Join us on Tuesday, May 14, 2024, from 7:00 PM to 8:30 PM ET, for the fourth (and last) web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 14, 2024, from 7:00 PM to 8:30 PM ET, for the fourth (and last) web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 14, 2024, from 7:00 PM to 8:30 PM ET, for the fourth (and last) web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 14, 2024, from 7:00 PM to 8:30 PM ET, for the fourth (and last) web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 14, 2024, from 7:00 PM to 8:30 PM ET, for the fourth (and last) web seminar in this series about the Crosscutting Concepts.

Transforming Science Learning: Making Sense of Data Through the Crosscutting Concepts, May 7, 2024

Join us on Tuesday, May 7, 2024, from 7:00 PM to 8:30 PM ET, for the third web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 7, 2024, from 7:00 PM to 8:30 PM ET, for the third web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 7, 2024, from 7:00 PM to 8:30 PM ET, for the third web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 7, 2024, from 7:00 PM to 8:30 PM ET, for the third web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, May 7, 2024, from 7:00 PM to 8:30 PM ET, for the third web seminar in this series about the Crosscutting Concepts.

Transforming Science Learning: Classroom Discourse for Sensemaking Through the Crosscutting Concepts, April 16, 2024

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Transforming Science Learning: Introduction to the Crosscutting Concepts, February 27, 2024

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Archive: Sponsored: The Fluorescence Files: Exploring Chemistry Concepts Through Forensics, March 14, 2024

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

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