Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315862
Brittney A. Ferrari, Jonathan A. Dees, Norris A. Armstrong, Julie M. Kittleson
{"title":"Exploring Peer Learning Assistants’ Impact on Student Performance and Perceptions in an Undergraduate Biology Course","authors":"Brittney A. Ferrari, Jonathan A. Dees, Norris A. Armstrong, Julie M. Kittleson","doi":"10.1080/0047231x.2023.12315862","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315862","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139365281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315870
Ellie Schilling, Joy Sandman, Rida Sait, April Stich, Kwaku Baryeh, Gifty A Blankson
{"title":"An Undergraduate Independent Study Project: Using a Lateral Flow Assay to Detect Troponin","authors":"Ellie Schilling, Joy Sandman, Rida Sait, April Stich, Kwaku Baryeh, Gifty A Blankson","doi":"10.1080/0047231x.2023.12315870","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315870","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315866
Nicole J. Thomas, Tina Vo, Jaime Sabel
{"title":"Nonmajor Students’ Use of Reflection to Enhance Biology Understanding and Relevance","authors":"Nicole J. Thomas, Tina Vo, Jaime Sabel","doi":"10.1080/0047231x.2023.12315866","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315866","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139366086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315863
Rachel Hallett-Njuguna
Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content. Infusing a literacy component into a science course for preservice and in-service teachers allows for connections to be made across content areas and supports the initiatives in reading teachers are expected to implement. This article discusses how the Big Book Project provides an opportunity to infuse literacy content, as preservice and in-service teachers in science for educators courses apply their knowledge of literacy to demonstrate their understanding of science concepts in a way that will be palatable to students in their K–5 classrooms.
{"title":"Big Books Have a Big Impact on Elementary Science Education","authors":"Rachel Hallett-Njuguna","doi":"10.1080/0047231x.2023.12315863","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315863","url":null,"abstract":"Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content. Infusing a literacy component into a science course for preservice and in-service teachers allows for connections to be made across content areas and supports the initiatives in reading teachers are expected to implement. This article discusses how the Big Book Project provides an opportunity to infuse literacy content, as preservice and in-service teachers in science for educators courses apply their knowledge of literacy to demonstrate their understanding of science concepts in a way that will be palatable to students in their K–5 classrooms.","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315864
Carolina Sotério, Salete Linhares Queiroz
{"title":"Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences","authors":"Carolina Sotério, Salete Linhares Queiroz","doi":"10.1080/0047231x.2023.12315864","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315864","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315865
David P. Waters, Rahul Jilakara
This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension. Notably, students who do not perform as well prioritize study material order rather than method effectiveness. By promoting effective study techniques and addressing disparities between high and low achievers, instructors can enhance outcomes for all students. This study underscores the importance of tailored study approaches in introductory physics, empowering students with effective strategies for improved academic achievement and exam performance.
{"title":"Determination of the Helpfulness of Physics Exam Study Methods","authors":"David P. Waters, Rahul Jilakara","doi":"10.1080/0047231x.2023.12315865","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315865","url":null,"abstract":"This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension. Notably, students who do not perform as well prioritize study material order rather than method effectiveness. By promoting effective study techniques and addressing disparities between high and low achievers, instructors can enhance outcomes for all students. This study underscores the importance of tailored study approaches in introductory physics, empowering students with effective strategies for improved academic achievement and exam performance.","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1080/0047231x.2020.12290654
Allison Antink-Meyer, Anna Maria Arias
{"title":"Teaching K-8 Teachers About Integrating Science and Engineering: An Engineering Learning Cycle Model and Acoustics Example","authors":"Allison Antink-Meyer, Anna Maria Arias","doi":"10.1080/0047231x.2020.12290654","DOIUrl":"https://doi.org/10.1080/0047231x.2020.12290654","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"49 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141208917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1080/0047231x.2020.12290647
K. Bonney
{"title":"Neglected Tropical Diseases: A Case for Promoting Innovation and Transdisciplinary Perspectives in Liberal Arts Education","authors":"K. Bonney","doi":"10.1080/0047231x.2020.12290647","DOIUrl":"https://doi.org/10.1080/0047231x.2020.12290647","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"48 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141207098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1080/0047231x.2020.12290656
C. Trawick, T. Monroe-White, Jigsa Tola, Jamie P. Clayton, J. Haynes
{"title":"K-12 DREAMS to Teach Program at Morehouse College: Challenges and Opportunities Creating the Next Generation of African American Male STEM Teachers","authors":"C. Trawick, T. Monroe-White, Jigsa Tola, Jamie P. Clayton, J. Haynes","doi":"10.1080/0047231x.2020.12290656","DOIUrl":"https://doi.org/10.1080/0047231x.2020.12290656","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"27 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141208510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1080/0047231x.2020.12290645
Scott Freeman, Pamela Pape-Lindstrom, Anne Casper, Sarah Eddy
{"title":"Two-Year Community: Community College Students Rise to the Challenge—Meeting the Time Demands of Highly Structured Courses","authors":"Scott Freeman, Pamela Pape-Lindstrom, Anne Casper, Sarah Eddy","doi":"10.1080/0047231x.2020.12290645","DOIUrl":"https://doi.org/10.1080/0047231x.2020.12290645","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"39 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141207415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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