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Teaching K–8 Teachers About Integrating Science and Engineering
Journal Article |
We examined the use of an engineering learning cycle (ELC) model and in a course for K–8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers’ science, mathematics, and…
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Reflecting on this week’s Daily Do
Blog Post |
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Science Plus ELA: A Natural Fit
Journal Article |
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Data Investigations to Further Social Justice Inside and Outside of STEM
Journal Article |
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Journal Article |
Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on…
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Journal Article |
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Teaching Sciences With Impact Using the Lectorial Approach: Stimulating Active Learning
Journal Article |
This article reports on students’ experiences of the lectorial approach that was implemented for health science students studying sciences at a South Australian university. A lectorial, based on active student-centered…
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How Do I Begin to Develop a Storyline for a Unit?
Professional Learning Unit |
In this introduction to Storylines, educators will be introduced to the Key Features in Curriculum Materials that Support the Framework and NGSS. They will then hear experts describe the key routines in a storyline unit…
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Engineering for Ecological and Social Justice
Journal Article |
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Journal Article |
Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clickers to improve student learning performance. To fill a gap in the…
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The Pulled Spool—Which Way Does It Roll?
Journal Article |
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Journal Article |
Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking…
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Journal Article |
In this study, two sections of undergraduate Introductory Anatomy and Physiology taught in the traditional face-to-face format (n = 58) was compared to two hybrid classes (n = 38) using the flipped-classroom model…
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