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Lively Science: Living Organisms and More
Book Chapter |
Most life science laboratories are filled with chemicals and electronics. Observing and studying living organisms is critical to a strong program, but living organisms need to be maintained in a safe and educationally…
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Modern Alchemy: Safer Teaching With Chemistry
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Today more students take chemistry at the secondary level than a decade ago, but community college instructors must not assume that these students come with the same knowledge and laboratory skills as students arriving…
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Falling for Science: Physics Phenoms
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The knowledge and experience of students in "typical" introductory college physics is far more diverse than it once was. Instructors have to adjust teaching methods and safety instruction to ensure full and safe…
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The Great Outdoors: Field Studies Near and Far
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With any outing—entire class or a few students—the difference between success and failure and between a safe, memorable learning experience and disaster is careful planning and preparation. This chapter includes tips…
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Science is Part of the Big Picture
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By becoming active learners themselves, teachers recognize that science is part of the “big picture,” and they are able to link newly constructed ideas about active learning to other pedagogical initiatives. It is…
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How Do College Students Best Learn Science?
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This paper is based on William Leonard’s “How Do College Students Learn Science? Chapter 1: Effective Teaching and Course Management for University and College Science Teachers,” edited by E. Siebert, M. Caprio, and C.…
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The purpose of this assessment probe is to elicit students’ basic ideas about inheritance of genetic traits. The probe is designed to reveal the variety of ideas students have about how traits, such as fur color, are…
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The purpose of this assessment probe is to elicit students’ ideas about the characteristic property of boiling point. The probe is used to find out whether students recognize that the temperature of a boiling liquid…
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The purpose of this assessment probe is to elicit students' ideas about dissolving. The probe is designed to find out what students think happens to sugar when it dissolves in water.
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The purpose of this assessment probe is to elicit students' ideas about food, transformation of matter, growth and development, conservation of mass, and systems. The concepts underlying this probe are complex. It is…
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The purpose of this assessment probe is to elicit students' ideas about biological adaptation. The probe is designed to find out if students think animals intentionally adapt to a change in their environment.
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The purpose of this assessment probe is to elicit students' ideas about crystalline solids.The probe is specifically designed to determine how students think atoms are arranged and move in a crystalline lattice.
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The purpose of this assessment probe is to elicit students' ideas about gravity. The probe is designed to reveal whether students recognize that gravitational force is a pull by the Earth, toward the Earth, regardless…
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The purpose of this assessment probe is to elicit students' ideas about pendulums. The probe is specifically designed to find out what variables students think affect the time it takes a pendulum to swing back and forth…
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The purpose of this assessment probe is to elicit students’ ideas about infectious diseases. The probe is designed to reveal whether students recognize that antibiotics only work on bacterial infections, not viral…
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