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In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this…
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STEM Scholars’ Sense of Community During the COVID-19 Pandemic
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The purpose of this study was to investigate sense of community (SOC) within a STEM learning community during the COVID-19 pandemic. The STEM learning community that was the setting for this study is funded by a…
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Different Strokes for Different Folks
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Exploring Earth Geoscience Processes With a Flight Over Mars
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Creating Podcasts as Science Learning
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Formative assessment has been shown to be a critical activity for promoting meaningful understanding in the classroom. Systematic engagement in formative assessment helps instructors to develop a clearer picture of…
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Scenarios, Stakeholders, Autonomy, and Choice
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A role-play activity is presented that was designed for a STEM education learning experience to enrich science literacy, collaboration, and critical-thinking skills in undergraduate science courses. During the roleplay…
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What’s New in NSTA Journals for 2023 and 2024?
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Transitioning an In-Person Elementary STEM After-School Program to Distance Learning During COVID-19
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Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these…
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Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science,…
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