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To circumvent the problem of academic dishonesty through the mass administration of multiple-choice exams in college classrooms, a study was conducted from 2003 to 2005, in which multiple versions of the same…
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Studies in learning theory indicate that active learning is more effective than passive learning (Matthews, Cooper, Davidson, and Hawkes 1995; McKeachie 1980). Today’s students must be independent thinkers who can…
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This article details how collaboration among the authors—science teacher educators and scientists—was forged and the benefits that have emerged, such as documentation of reformed teaching and significant gains in pre-…
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This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1 institution. The results indicate that students in the research-based lab had more…
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Constructivism has become a widely understood and broadly accepted learning theory. Constructivism contends that each of us makes sense of our world by connecting new experiences to our existing understandings. Learners…
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The course in this article is a first-semester general chemistry class with a large-enrollment lecture section of students with minimal background in chemistry at The University of Texas at San Antonio—a designated…
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The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) under-score the importance of including engineering design process (EDP) within the science curriculum. The Framework and the…
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There has been a focus on improving teachers’ views of nature of science for decades. The method in which researchers improve views of nature of science, however, varies greatly. This study aimed to improve elementary…
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Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success…
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Developing and Implementing a Campus-Wide Professional Development Program: Successes and Challenges
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Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics)…
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Supporting Students In Writing Scientific Explanations
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Online software systems are extensively used to give students practice on course content, especially in mathematics and physics courses. They offer instant feedback, and several of these systems are open source or very…
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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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Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses
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Metacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students…
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We carried out a study of an instructional model that integrates flipped classroom with active learning, in-class activities into our biology course, using a mixed methods research design. According to the survey (n =…
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