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Moving Beyond Equity-as-Access to Expanding What Counts as Science in the Elementary Classroom
Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classr...
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Tab-meta key: a model for exam review
Traditional exam reviews are passive and face many challenges to prepare students for exams. In this study, we proposed the “Tab-meta keyâ€...
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SoTL Clusters: Faculty-focused Needs-Based Scholarship of Teaching and Learning Support
To further teaching and learning, there has been a push to engage faculty to pursue research on teaching. With the recognition that science research o...
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Embedding Study Skills in STEM Courses to Increase Retention and Success: A Quantitative Study
This study was conducted to determine if embedding effective study skills within a course would result in an increased use of these skills and, theref...
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Comparison of Knowledge Gained in a Face-to-Face versus an Online College-Level Nutrition Course
Although evidence exists that online education can result in comparable outcomes as the equivalent face-to-face (F2F) version, there is still a dearth...
Journal Article
How many times have you found yourself sitting in a cafeteria or classroom staring at a professional development PowerPoint being presented by someone...
By Adriana E. Martinez and Alejandra O. Martinez
Journal Article
Student Uncertainty as a Pedagogical Resource (SUPeR)
As suggested in A Framework for K–12 Science Education (National Research Council 2012), “Scientific knowledge is a particular kind of knowledge w...
By Jamie Rapkiewcz, Jongchan Park, Ying-Chih Chen, and Michelle E. Jordan
Journal Article
Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger....
By Thomas M. Onorato, Nathalie Oulhen, Gerardo Reyes, Stephany Foster, Cosmo A. Pieplow, Janet E. Rollins, Jacqueline A. Brashears, Claudette Davis, Ian Alberts, Ingrid D. Veras, and Gary M. Wessel
Journal Article
Comparing Undergraduate Nature of Science Views in Traditional Versus Inquiry-Taught Science Courses
This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and s...
By Alex T. St. Louis and Hayat Hokayem
Journal Article
Teaching Preservice Teachers the Water Cycle With a Conceptual Change Model
The purposes of this study were to examine preservice elementary teachers’ conception of the water cycle; determine if participating in a conceptual...
By Patricia Morrell and Adele Schepige
Journal Article
Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence t...
By Guang Jin, Alicia Wodika, Rebekka Darner, and Jianwei Lai
Journal Article
Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program
Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financ...
By Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, and Malcolm Schug