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Hanson, Pamela K.; Stultz, Laura – Journal of College Science Teaching, 2015
Many science educators know of the pedagogical benefits of inquiry- and research-based labs, yet numerous barriers to implementation exist. In this article we describe a faculty development workshop that explored interdisciplinary and inter-institutional collaborations as potential mechanisms for overcoming barriers to curricular innovation.
Descriptors: Higher Education, College Science, Science Instruction, Workshops
Scott, Pamela; Pentecost, Thomas C. – Journal of College Science Teaching, 2013
How does the degree of inquiry-based laboratory instruction impact student performance and student perseverance in the laboratory portion of a first-semester general chemistry course? The implementation of a new
first-semester general chemistry laboratory curriculum provided an
opportunity to address this question. A modified version of…
Descriptors: Chemistry, Science Instruction, College Science, Academic Achievement
Gormally, Cara; Brickman, Peggy; Hallar, Brittan; Armstrong, Norris – Journal of College Science Teaching, 2011
Inquiry-based instruction is widely promoted to increase both students' conceptual understanding and their engagement in course content. What this means for day-to-day practices in the classroom is more elusive. Instructors adopting inquiry-based curricula often are unaware of the typical instructional challenges they may face. In particular,…
Descriptors: Teacher Role, Course Content, Science Laboratories, Biology
Varelas, Maria; Plotnick, Roy; Wink, Donald; Fan, Qian; Harris, Yvonne – Journal of College Science Teaching, 2008
An interdisciplinary team of science and education faculty at the University of Illinois at Chicago and several Chicago-area community colleges developed and implemented a series of four integrated, inquiry-based science courses for preservice elementary school teachers. All four courses are based on guiding principles taken from the rich…
Descriptors: Constructivism (Learning), Education Majors, Curriculum Development, Preservice Teacher Education
Regassa, Laura B.; Morrison-Shetlar, Alison I. – Journal of College Science Teaching, 2007
Inquiry-based learning was used to enhance an undergraduate molecular biology course at Georgia Southern University, a primarily undergraduate institution in rural southeast Georgia. The goal was to use a long-term, in-class project to accelerate higher-order thinking, thereby enabling students to problem solve and apply their knowledge to novel…
Descriptors: Molecular Biology, Hands on Science, Inquiry, Science Instruction
Hodgson, Ted; Keck, Robert; Patterson, Richard; Maki, Dan – Journal of College Science Teaching, 2005
This article describes an interdisciplinary course that develops essential mathematical modeling skills within an introductory biology setting. The course embodies recent recommendations regarding the need for interdisciplinary, inquiry-based mathematical preparation of undergraduates in the biological sciences. Evaluation indicates that the…
Descriptors: Science Education, Biology, Mathematics Skills, Introductory Courses

Taylor, Joseph A.; Lunetta, Vincent N.; Dana, Thomas M.; Tasar, Mehmet F. – Journal of College Science Teaching, 2002
Describes an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems. Discusses the nature of the interactive and problem-based instructional format and its effects on developing students' scientific inquiry…
Descriptors: Course Descriptions, Curriculum Development, Engineering Education, Higher Education

Caprio, Mario W.; And Others – Journal of College Science Teaching, 1989
Discusses a questionnaire sent to 763 Society for College Science Teaching members to identify problems of teaching nonmajors. Notes the questionnaire had a high return rate. Lists the eight major problems: post negative experiences; motivation; what to teach; abstractions; how to introduce relevance; staying power; inquiry material; and…
Descriptors: College Science, Conferences, Course Content, Curriculum Development
Ukens, Leon; Hein, Warren W.; Johnson, Patsy Ann; Layman, John W. – Journal of College Science Teaching, 2004
Powerful Ideas in Physical Science (PIPS) is a preservice curriculum that provides modules for physical science courses designed for elementary education majors. Because the courses are built on the learning cycle approach, students develop concepts from activities and then apply this conceptual knowledge. A summative evaluation done by Horizon…
Descriptors: Learning Modules, Education Majors, Elementary Education, Summative Evaluation