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STEM Scholars’ Sense of Community During the COVID-19 Pandemic
Journal Article |
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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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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Developing a Classroom Assessment Rubric
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The development and implementation of varied assessment practices is a major focus in higher education. Assessment benefits both students and teachers; it informs teachers about students’ learning and misconceptions,…
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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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In this study, we analyzed the literature on teaching or learning on a topic in Earth science, environmental science, or climate change between 1995 and 2017. We investigated the length of the intervention, intervention…
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Integrated Concentration in Science
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The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage…
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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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The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for…
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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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Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about…
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Perceptions of Teaching and Learning of STEM Revealed in University Academics’ Drawings
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As part of a larger study investigating the perceptions of university academics about science, technology, engineering, and mathematics (STEM); STEM learning environments; and necessary capabilities for STEM educators…
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Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates
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The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017…
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Examining Perspectives of Teaching Among Biology Teaching Assistants
Journal Article |
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an…
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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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E–6 Preservice Teachers and Elementary Science Teaching
Journal Article |
The study assessed the science teaching confidence of preservice teachers in teaching elementary science by addressing two research questions: (1) Did preservice teachers understand the science concepts well enough to…
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