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R. F. Malenda; S. Talbott; Scott Walck – Journal of College Science Teaching, 2024
In this article, we discuss Micro Assignment Guided Inquiry and Collaboration (MAGIC), an active learning method that draws on the merits of inquiry-based learning in STEM courses. We describe the use of Micro Assignments (MAs) consisting of a series of short, instructive guiding questions that scaffold the course material. Students work through…
Descriptors: Assignments, Inquiry, Active Learning, Scaffolding (Teaching Technique)
Kevin M. Bonney – Journal of College Science Teaching, 2024
This article provides and reflects on an original lesson plan for engaging high school, undergraduate, or graduate students in learning fundamental concepts of environmental ethics. Implementation of this lesson plan effectively promoted critical analysis, reflection, and communication of environmental ethics issues in a seminar for second-year…
Descriptors: Ethics, Learning Activities, Lesson Plans, Teacher Effectiveness
Shellito, Cindy – Journal of College Science Teaching, 2020
Students in introductory college science courses often have a simplified understanding of the scientific method. To introduce students to the complexity of the scientific process and the value of empirical observations, I implemented a semester-long assignment that required introductory-level college science students to build and calibrate weather…
Descriptors: Weather, College Science, Measurement Equipment, Science Equipment
Wright, L. Kate; Zyto, Sacha; Karger, David R.; Newman, Dina L. – Journal of College Science Teaching, 2013
Web-based collaborative annotation tools can facilitate communication among students and their instructors through online reading and communication. Collaborative reading fosters peer interaction and is an innovative way to facilitate discussion and participation in larger enrollment courses. It can be especially powerful as it creates an…
Descriptors: Computer Mediated Communication, Annotated Bibliographies, Biology, Molecular Biology
Fencl, Heidi S. – Journal of College Science Teaching, 2010
Students in a general education science course made significant gains in scientific reasoning skills when they were taught using carefully designed hands-on activities and writing assignments. The activities required students to make use of scientific skills such as graphing, predicting outcomes under changing conditions, or designing experiments,…
Descriptors: College Students, General Education, Science Curriculum, Thinking Skills
Everett, Susan; Luera, Gail; Otto, Charlotte – Journal of College Science Teaching, 2008
The authors investigated whether a series of mini prewriting assignments linked to a formal paper describing an original research project would improve preservice elementary teachers' writing abilities in a science context. They compared 38 final reports from students who completed the prewriting assignments with 38 reports randomly selected from…
Descriptors: Writing Assignments, Preservice Teachers, Prewriting, Writing Skills
Reynolds, Julie; Moskovitz, Cary – Journal of College Science Teaching, 2008
Calibrated Peer Review (CPR), an online program that purportedly helps students develop as writers and critical thinkers, is being increasingly used by science educators. CPR is an enticing tool since it does not require instructors to grade student writing, and instructors can adopt assignments directly from a library. To determine the extent to…
Descriptors: Writing Assignments, Critical Thinking, Writing Skills, Peer Evaluation
Tessier, Jack – Journal of College Science Teaching, 2006
I developed writing assignments for an introductory ecology class to encourage nonmajors to improve their writing skills and gain an appreciation for environmental issues. Statistical analyses suggest that during the semester, students' writing skills, their ability to write accurately about the environment, and their environmental behavior all…
Descriptors: Ecology, Writing Assignments, Writing Skills, Introductory Courses
Abraham, John – Journal of College Science Teaching, 2004
As the evidence of the benefits of multidisciplinary education accumulates many schools and instructors are finding ways of hybridizing courses to include substantial components of what are otherwise distinct sciences. Often, such course development is done with an eye toward industry, which requires a workforce capable of synthesizing varied…
Descriptors: Sciences, Industry, Biology, Engineering