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The purpose of this assessment probe is to elicit students’ ideas about Earth’s natural resources. The probe is designed to find out if students can distinguish between renewable and nonrenewable natural resources.
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Teacher Spotlight: Brenda Walsh
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about falling objects. The probe is designed to find out if students think the weight or mass of an object affects how fast it falls.
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Operationalizing the Duty of Care Through Rubrics
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Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be…
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Linking Formative Assessment Probes to the Explore-Before-Explain Instructional Sequence
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Transition to Virtual Judging for In-Person Elementary School Science Fairs
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Exploring the Role of Student Seating Preference and Performance in a Large Introductory STEM Course
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Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat…
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Using Popular Fiction to Inspire Scientific Inquiry
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Many teacher educator preparation programs do not provide opportunities for preservice teachers (PSTs) to experience and examine the use of popular fiction as a connection point to science teaching. This study explores…
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Prior research in student retention emphasizes that building students’ connections with the institution and their peers is key. Students from underrepresented populations often lack these connections, making them more…
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Media Literacy in the Age of COVID and Climate Change
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Student Performance in Ground Versus Online Sections of a Biological Science I College Course
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This study is a comparison of ground-based versus online student performance using a combination of common final examination scores and associated demographic data in a biological science college course taught by a…
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Comparing Academically Homogeneous and Heterogeneous Groups in an Active Learning Physics Class
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Many methods have been developed for managing groups in active learning classes, but little research has been done on the effect of group structure itself. Results are presented for an active learning physics class in…
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