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Peer reviewed
Download full textAviaja Lyberth Hauptmann; Stephanie Maroney; Jessica Bissett Perea; Maria L. Marco – Journal of Microbiology & Biology Education, 2025
New approaches to microbiology education are needed to ensure equitable representation in microbiology and to build literacy in microbiology and science broadly. To address this goal, we developed a course held at the collegiate level that uniquely integrated microbiology, Indigenous studies, science and technology studies, and arts and…
Descriptors: Microbiology, Scientific Literacy, Interdisciplinary Approach, Food
Direct linkNarapat Rattanapirun; Parames Laosinchai – Journal of Chemical Education, 2023
The main difficulty in studying molecular symmetry is the mental manipulation of molecules when searching for symmetry. Numerous methods of teaching molecular symmetry require students to identify symmetry elements of objects or molecules. As an alternative, we propose activity that identifies symmetry using elements outside the objects, together…
Descriptors: Chemistry, Molecular Structure, Scientific Concepts, Concept Formation
Chatchadaporn Pinthong; Natpawee Poungkaew; Titapa Ampaipis; Jirapipat Thanyaphongphat; Panu Pimviriyakul; Somchart Maenpuen – Journal of Chemical Education, 2024
The coronavirus (COVID-19) pandemic prevented students from attending on-site classes. Consequently, their face-to-face interactions decreased. Thus, it became crucial to design learning activities to enhance the motivation of students and inspire them to achieve the desired learning outcomes during the long disruption of on-site classes. Mobile…
Descriptors: Undergraduate Study, Educational Games, Game Based Learning, Learning Activities
Micke Reynders; Lynne A. Pilcher; Marietjie Potgieter – Journal of Chemical Education, 2023
Powerful arguments have been made recently to advocate for the introduction of systems thinking in chemistry education to equip graduates to address sustainability challenges. This contribution describes systems thinking activities and an assessment tool that enables meaningful learning in first-year organic chemistry as students engage with the…
Descriptors: Science Instruction, Systems Approach, Sustainability, Molecular Structure
He, Yunteng – Journal of College Science Teaching, 2020
Although making errors in the learning process is common, it is usually perceived by students as something negative and a potential threat to self-esteem. Such perception often prevents students from considering errors as learning opportunities. By using errors as integral elements of the learning process within the science classrooms, and…
Descriptors: Student Evaluation, Evaluation Methods, Science Instruction, Learning Processes
Hardy, John G.; Sdepanian, Stephanie; Stowell, Alison F.; Aljohani, Amal D.; Allen, Michael J.; Anwar, Ayaz; Barton, Dik; Baum, John V.; Bird, David; Blaney, Adam; Brewster, Liz; Cheneler, David; Efremova, Olga; Entwistle, Michael; Esfahani, Reza N.; Firlak, Melike; Foito, Alex; Forciniti, Leandro; Geissler, Sydney A.; Guo, Feng; Hathout, Rania M.; Jiang, Richard; Kevin, Punarja; Leese, David; Low, Wan Li; Mayes, Sarah; Mozafari, Masoud; Murphy, Samuel T.; Nguyen, Hieu; Ntola, Chifundo N. M.; Okafo, George; Partington, Adam; Prescott, Thomas A. K.; Price, Stephen P.; Soliman, Sherif; Sutar, Papri; Townsend, David; Trotter, Patrick; Wright, Karen L. – Journal of Chemical Education, 2021
For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching(MITT) results in improved affective and cognitive learning and critical…
Descriptors: Chemistry, Science Instruction, Interdisciplinary Approach, Higher Education
Tang, Qianghong – Science Insights Education Frontiers, 2023
Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the…
Descriptors: Physics, Secondary School Students, Science Instruction, Teaching Methods
Xiang, Lin; Srinivasan, Madhusudan – Journal of College Science Teaching, 2023
Integrating authentic research practices into introductory laboratory courses to prepare tomorrow's scientists has become increasingly prevalent over the past decade. However, an incomplete understanding of the nature of science (NOS) and authentic scientific inquiry (SI) precludes higher-level learning in undergraduate research experiences. In…
Descriptors: Hands on Science, Scientific Principles, Science Laboratories, Large Group Instruction
Ma, Zengpeng – Science Insights Education Frontiers, 2023
Protocol-guided teaching is a student-centered instruction paradigm in which teachers compose learning protocols in advance to guide students through the entire learning process in an effort to foster in them the capacity for autonomous learning. Effective learning protocols can have a substantial impact on classroom outcomes. The purpose of this…
Descriptors: Chemistry, Secondary School Students, Science Instruction, Teaching Methods
Jolanda Hermanns; Alexandra Bresler; Helen Kunold – Journal of Chemical Education, 2023
In their second year at the university, preservice chemistry teachers are confronted with organic chemistry. Because it is known that students often struggle with the subject, a new course design was developed, used, and evaluated for this study. To ensure meaningful learning, the students had many opportunities to actively participate in the…
Descriptors: Chemistry, Preservice Teachers, Organic Chemistry, Science Teachers
Xu, Liangliang; Zhang, Yong; Jin, Cheng – Science Insights Education Frontiers, 2022
One of the primary characteristics of the holistic module learning model is task-driven learning. In this learning model, a task is a distinct activity or collection of distinct activities designed to assist students in achieving learning objectives. The purpose of this paper is to examine the effective design and implementation of task-driven…
Descriptors: Physics, Science Instruction, Teaching Methods, Task Analysis
Yang, Yisi; Zhang, Yan; Xiong, Xujie; Zhang, Wanju; Chen, Wen; Ge, Shiping – Journal of Chemical Education, 2021
Project-based learning (PJBL) is student-centered and teamwork educational activity that prepares students for the challenge of real-world problems. This kind of instructional method is highly recommended by the Accreditation Board for Engineering and Technology (ABET).This paper describes an authentic project that focuses on the preparation of…
Descriptors: Student Projects, Active Learning, Science Instruction, Learning Activities
Tan, Da Yang – Online Submission, 2021
Applying physical principles is important for designs of various products with tailored performances. However, one of the long-standing issues of the students' design projects (or school's interdisciplinary projects) is the post-hoc imposition of the knowledge learned in their content subjects. This post-hoc imposition significantly diminishes the…
Descriptors: Physics, Science Instruction, Teaching Methods, Design
Pearson, Russell J. – Journal of Chemical Education, 2020
This work explores the performance of online post-lecture chemistry crossword puzzles as revision aids for 132 first-year and 120 second-year undergraduate pharmacy students. The use of these puzzles as a form of remote active learning was fortuitously evaluated immediately prior to and during the COVID-19 pandemic based on students' online study…
Descriptors: Undergraduate Students, Pharmaceutical Education, Chemistry, Science Instruction
Viviane Florentino de Melo; Rodrigo Drumond Vieira – Journal of Education and Learning, 2023
In this article, we focus on a set of remote activities regarding simulated juries, judges' evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of…
Descriptors: Chemistry, Science Instruction, Methods Courses, Preservice Teachers
