Online Connections: Journal of College Science Teaching
Outcomes for Peer-based Mentors in a University-Wide STEM Persistence Program: A Three-Year Analysis
Action Research: Using a 5E Instructional Approach to Improve Undergraduate Physics Laboratory Instruction
Features of an Effective Future-Faculty Teaching-Development Program: A Case Study of 10 STEM Faculty
Classroom Observations to Characterize Active Learning Within Introductory Undergraduate Science Courses
An Introvert's Perspective
Building First-Year Science Writing Skills
Building First-Year Science Writing Skills
Integrating Engineering Design
Developing the Next Generation of Science Teachers
Promoting STEM Persistence
An Exam Wrapper Generation in Organic Chemistry
An Introduction to Biological Research Course (Case Study)
Island Ecology for Educators
Faculty Adoption of Active Learning Strategies
The STEM-ALL Project
Mini-Course-Based Undergraduate Research
The Effect of Science Education Classes
Building Bridges: An Active Learning Lesson
Exploring Student Perception Toward Online Homework
A Short, Course-Based Research Model
Guided Inquiry-Based Activities
A Faculty Development Model
An Integrated Model for Teaching Writing
To Go Virtual or Not to Go Virtual
Polymers Course for Small Colleges and Universities
Building Information Literacy Skills
Point of View
Strategies for Teaching STEM Subjects
Observable Features of Active Science Education Practices
Student Perceptions of Inquiry-Based Karaoke Exercise
Connecting Argumentation to 5E Inquiry
A Combined Read-Aloud Think-Aloud Strategy
Student and Faculty Views on Process of Science Skills
Exploring Power Distribution and Its Influence
SMASH: A Diagnostic Tool
Tools for Success
Many Paths Toward Discovery
Students Own Their Introductory Chemistry Experience
Encouraging Science Communication in an Undergraduate Curriculum
A Discipline-Specific Approach to the History of U.S. Science Education
Measuring Student Interactions Using Networks
Self-Directed Learning With Feedback
Teaching Competency in Scientific Research From Experimental Design to Presentation
Teaching Students How to Check Their Work While Solving Problems in Genetics
Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship
A Visual Approach to Helping Instructors Integrate, Document, and Refine Active Learning
Deliberative Pedagogy in a Nonmajors Biology Course
A Hands-On Activity to Build Mastery of Intermolecular Forces and Its Impacts on Student Learning
Crossing Boundaries in Undergraduate Biology Education
Case Study: Student-Produced Videos for the Flipped Classroom
Statistics Across the Curriculum Using an Iterative, Interactive Approach in an Inquiry-Based Lab Sequence
- Appendix 1: Excerpt from The Statistics Primer by M.A. Harris, J.M. Batzli, and E.V. Nordheim
- Appendix 2: Homework for module 4 to review experimental design and data analysis
- Appendix 3: Immediate feedback questions used in class as formative assessment and discussion of paired versus independent t-tests
- Appendix 4: Pre-and post-module assessment tools for student performance of learning outcomes from Table 1
Explorations in Integrated Science
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- Aydeniz, M., & Southerland, S. (2012). A national survey of middle and high school science teachers' responses to standardized testing: Is science being devalued in schools? Journal of Science Teacher Education, 23, 233–257.
- Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching. 49, 68–94.
- Gottheiner, D. M., & Siegel, M. A. (2012). Experienced middle school science teachers’ assessment literacy: Investigating knowledge of students’ conceptions in genetics and ways to shape instruction. Journal of Science Teacher Education, 23(5). 531–557.
- Guzey, S. S., & Roehrig, G. H. (2012). Integrating educational technology into the secondary science teaching. Contemporary Issues in Technology and Teacher Education, 12(2).
- Hanuscin, D., Rebello, C., & Sinha, S. (2012). Supporting the development of science teacher leaders—where do we begin? Science Educator, 21, 12–18.
- Harris, C. J., Phillips, R., & Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23, 769–788.
- Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23, 823–846.
- Ireland, J. E., Watters, J. J., Brownlee, J., & Lupton, M. (2012). Elementary teacher’s conceptions of inquiry teaching: Messages for teacher development. Journal of Science Teacher Education, 23(2), 159–175.
- Jin, H., & Anderson, C. W. (2012). A learning progression for energy in socio-ecological system. Journal of Research in Science Teaching, 49, 1149–1180.
- Koenig, K., Schen, M., & Bao, L. (2012). Explicitly targeting preservice teacher scientific reasoning abilities and understanding of nature of science through an introductory science course. Science Educator, 21, 1–9.
- Mallya, A., Moore, F. M., Contento, I. R., Koch, P. A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students’ experiences with the Choice, Control and Change (C3)curriculum. Journal of Research in Science Teaching, 49, 244–269.
- Noble, T., Suarez, C., Rosebery, A., O’Conner, M. C., Warren, B., & Hudicourt-Barnes, J. “I never thought of it as freezing”: How students answer questions on large-scale science tests and what they know about science. Journal of Research in Science Teaching, 49, 778–803.
- Pea, C. (2012). Inquiry-based instruction: Does school environmental context matter?
Science Educator, 21, 37-43.
- Suriel, R. L., & Atwater, M. M. (2012, December 1). From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula. Journal of Research in Science Teaching, 49, 1271–1295.
Strategies for the Introduction of Neuroscience for Underrepresented Students
Does Active Learning Improve Students’ Knowledge of and Attitudes Toward Research Methods?