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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.

 

Citizen Science

Growing Beyond Earth: Cultivating 21st century science exploration

Science Scope—January/February 2024

Citizen Science column for the Jan/Feb 2024 Science Scope Journal
Citizen Science column for the Jan/Feb 2024 Science Scope Journal
Citizen Science column for the Jan/Feb 2024 Science Scope Journal
 

From the Editor's Desk

Eliciting Student Thinking

Science Scope—January/February 2024

 

Discover student thinking while analyzing data…and having fun! (Data Literacy 101)

Science Scope—January/February 2024

Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
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