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An Open Annotated Bibliography for Soil and Water Conservation: A Case Study
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Moorberg, Colby J. – Natural Sciences Education, 2020
The rising cost of textbooks is a barrier to higher education for many students. Open textbooks are one potential solution, though few open textbooks exist for agriculture and natural science disciplines. Here, I present a case study examining my selection of assigned reading material for a college course on soil and water conservation. Potential…
Descriptors: Case Studies, Annotated Bibliographies, Soil Science, Conservation (Environment)
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
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Bohn-Gettler, Catherine M.; McCrudden, Matthew T. – Discourse Processes: A Multidisciplinary Journal, 2018
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…
Descriptors: Relevance (Education), Beliefs, Reading Processes, Memory
Silent and Vocal Students in a Large Active Learning Chemistry Classroom: Comparison of Performance and Motivational Factors
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Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S. – Chemistry Education Research and Practice, 2013
Active learning is becoming more prevalent in large science classrooms, and this study shows the impact on performance of being vocal during Socratic questioning in a General Chemistry course. 800 college students over a two year period were given a pre and post-test using the Chemistry Concept Reasoning Test. The pre-test results showed that…
Descriptors: Chemistry, Active Learning, Feedback (Response), Classrooms
Classroom Response Systems: Effects on the Critical Analysis Skills of Students in Introductory Science Courses
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Adams, Cindy Chesworth; Columba, Lynn – School Science and Mathematics, 2014
College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a…
Descriptors: Introductory Courses, Science Education, Audience Response Systems, Biology
Upper Secondary Students' Understanding of the Use of Multiple Models in Biology Textbooks--The Importance of Conceptual Variation and Incommensurability
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Gericke, Niklas; Hagberg, Mariana; Jorde, Doris – Research in Science Education, 2013
In this study we investigate students' ability to discern conceptual variation and the use of multiple models in genetics when reading content-specific excerpts from biology textbooks. Using the history and philosophy of science as our reference, we were able to develop a research instrument allowing students themselves to investigate the…
Descriptors: Foreign Countries, Science Education, Science Instruction, Genetics
Engaging in Argument and Communicating Information: A Case Study of English Language Learners and Their Science Teacher in an Urban High School
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Swanson, Lauren Honeycutt; Bianchini, Julie A.; Lee, Jin Sook – Journal of Research in Science Teaching, 2014
This study documents how an urban high school science teacher engaged her English Language Learners (ELLs) in the discourse-intensive science and engineering practices of (1) arguing from evidence and (2) obtaining, evaluating, and communicating information. The teacher taught an introductory integrated science course to classes with a large…
Descriptors: High Schools, Urban Schools, Science Education, Science Teachers