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The purpose of this assessment probe is to elicit students’ ideas about thermal energy. The probe is designed to find out whether students think cold things can have energy.
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Supporting Three-Dimensional Learning From Students’ Questions About Water With a Storyline Unit
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The purpose of this assessment probe is to elicit students’ ideas about energy. The probe is designed to find out whether students think “warm clothes,” like a mitten, produce their own energy, manifested as heat.
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about transfer of energy. The probe is designed to determine whether students recognize that heat flows from warmer objects or areas to cooler ones.
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about temperature. The probe is designed to find out whether students recognize that non–heat-producing objects exposed to the same ambient conditions…
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Faculty Learning at the Individual and Group Level
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Unaware of the diverse challenges faced by students, faculty can unintentionally create environments that discourage student persistence especially for students who are historically underrepresented in STEM. However,…
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Best Professional Development for Online Faculty? Take an Online Course
Journal Article |
Numerous professional development programs exist to equip science faculty with the skills and knowledge to effectively teach online. An effective way to explore new content while gaining an understanding of the student…
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about the transfer of matter and energy in ecosystems. The probe is designed to reveal whether students recognize that only matter is cycled through an…
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