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Nonmajor Students’ Use of Reflection to Enhance Biology Understanding and Relevance
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Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics…
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Teaching Comprehension in the Digital Age
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To transition introductory college science courses from large, passive lectures to more student-centered learning environments, additional instructional support is needed. Peer learning assistants (PLAs) can support…
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Data-Driven Science Vlogging for Connected Learning Anywhere
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Graduate teaching assistants (TAs) may identify with multiple roles during their introductory biology teaching experiences. This study developed an instrument that measures TA role identity in introductory biology.…
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This point of view article uses a social science lens in an attempt to understand the differing environments of the two institutions (private and public) where I taught chemistry for 3 decades. I hypothesize that…
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A Synthesis of Geospatial Tools for the Middle Grades
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A Design Heuristic for Analyzing and Interpreting Data
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Students reasoning with data in an authentic science environment had the opportunity to learn about the process of science and the world around them while developing skills to analyze and interpret self-collected and…
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Use of Interrupted Case Studies to Promote Argumentation in Chemistry
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There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the…
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