JoinAll Teaching Strategies resources
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 with its own sources, justifications, ways of dealing with uncertainties . . . and agreed-on levels o...
By Jamie Rapkiewcz, Jongchan Park, Ying-Chih Chen, and Michelle E. Jordan
Journal Article
Differentiate Science Lessons by Using VR in Station Rotations
Blended learning strategies combined with innovative technology, for example, virtual reality (VR), can be used in science classrooms to differentiate teaching and enrich learning experiences. The positive impacts of differentiated instruction in a c...
By Michael McKenzie and Alex Fegely
Journal Article
Students with visual impairments are often the only students at their school who read braille. They often do not participate in science fairs, in some cases because of low expectations on the part of educators and in other cases because of accessibil...
By Tiffany Wild, Tina Herzberg, and L. Penny Rosenblum
Journal Article
Journal Article
Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger. In this analogy, the student is seen as a consumer of knowledge. Academic food sovereignty, on the ...
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
Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students’ understanding and learn...
By Man-Yin Tsang, Lisa Tutty, and Carl-Georg Bank
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 students in an inquiry-based class to the view of the scientists who taught the course. We administer...
By Alex T. St. Louis and Hayat Hokayem
Journal Article
Assessing Student Success in a Peer Assisted Learning Program Using Propensity Score Matching
The Peer Assisted Learning (PAL) program at Sacramento State was established in 2012 with one section supporting introductory chemistry. The program now serves 17 courses with high rates of students who receive a D or an F or withdraw (DFW) from the ...
By Corey Shanbrom, Michelle Norris, Caitlin Esgana, Matthew Krauel, Vincent Pigno, and Jennifer Lundmark
Journal Article
Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM...
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 financial and community support for undergraduate students at the University of North Carolina at Greensbo...
By Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, and Malcolm Schug
Journal Article
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate l...
By Lekelia D. Jenkins
Journal Article
Undergraduate Summer Research Program in the Midst of a Pandemic
Although many summer undergraduate research programs made the decision to delay, cancel, or suspend their summer experiences in response to the coronavirus (COVID-19) pandemic, the Morehouse College McNair Scholars Program instead offered a completel...
By Ethell Vereen, Munichia McCalla, Joshua Fullerton, and Cynthia Trawick
Journal Article
Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional sc...
By David C. Owens, Noah P. Sheridan, and Amanda L. Townley
Journal Article
Using Fiction and Nonfiction Readings in Climate Change Education
Facts about climate change are often ineffective in impacting people’s climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also at...
By Alison Singer, Caitlin Kirby, and Eleanor Rappolee
Journal Article
Undergraduate STEM students may be overwhelmed by the complex information they are exposed to during their education. Even so, there are a handful of fundamental and powerful concepts that could be identified for each discipline. General education co...
By Nora Demers