Following the switch to remote online teaching in the wake of the COVID-19 pandemic, the plant taxonomy course at the University of Georgia (UGA) switched to iNaturalist for the specimen collection portion of the course requirements. Building off extant rubrics, the instructors designed project guidelines for a fully online plant collection…

We examined the use of an engineering learning cycle (ELC) model and in a course for K-8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers' science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the…

This article describes a model of extended problem-based learning that instructed upper-level undergraduate students to focus on a single biological problem while improving their critical thinking, presentation, and scientific-writing skills. This course was developed in response to students' requests for formal training in oral presentation…

The purpose of this study was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts. Students were recruited from three universities (N = 149) located in the central and western regions of the United States. Data from 142 students completing the Biomechanics Concept Inventory…

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

A generic teaching format in which students actively participate in a whole-class collaborative-learning experience is described. The entire class, divided into groups, made a joint effort to overcome a hypothetical outbreak of a new plant disease. High scores on an examination question concerning the project indicated successful assimilation of…

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Determined effects of including supplementary readings designed to help students (N=233) relate physics to other fields. Both achievement and attitude were measured and significant improvement differences were found for both due to the treatment. Sources for the supplemental readings are cited. (JM)