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Connecting Argumentation to 5E Inquiry for Preservice Teachers
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Chen, Ying-Chih; Mineweaser, Lindsey; Accetta, Danielle; Noonan, Dalton – Journal of College Science Teaching, 2018
The "Next Generation Science Standards" explicitly endorse argumentation as essential practices for K-12 science classrooms because it can concurrently engage the learners in the coordination of conceptual, epistemic, and social goals. It is important to develop students' capacities to interpret information and data to reasonable…
Descriptors: Preservice Teachers, Persuasive Discourse, Inquiry, Science Activities
The Power of Educational Robotics as an Integrated STEM Learning Experience in Teacher Preparation Programs
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Araceli Martinez Ortiz; Beth Bos; Shaunna Smith – Journal of College Science Teaching, 2015
The use of integrated science, technology, engineering and mathematics (STEM) instruction has the affordances of combining harmonious content area connections into real-world experiences that are both engaging and challenging. This article introduces findings from a study that used an integrated robotics module to expose in-service and preservice…
Descriptors: STEM Education, Robotics, Learning Experience, Teacher Education Programs
Two Paper Airplane Design Challenges: Customizing for Different Learning Objectives
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Meyer, Daniel Z.; Meyer, Allison Antink – Journal of College Science Teaching, 2012
The incorporation of scientific inquiry into college classrooms has steadily risen as faculty work to move away from exclusively didactic methods. One type of inquiry structure, the design task, produces a product rather than simply a conclusion. This offers students a context to apply their understanding of content in a tangible way that has…
Descriptors: Inquiry, Elementary Secondary Education, Nontraditional Students, Task Analysis
Inner Guidelines for Undergraduate Teaching.
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Druger, Marvin – Journal of College Science Teaching, 1998
If there are knowledgeable, well-prepared, creative, reflective, caring, and dedicated teachers in the classroom, students will learn. Shares some guidelines derived from 40 years of teaching to help instructors teaching K-16 science. (ASK)
Descriptors: Elementary Secondary Education, Higher Education, Science Education, Teacher Effectiveness
Reinvigorating Your Teaching Style.
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Didion, Catherine Jay – Journal of College Science Teaching, 1994
Provides tips to teachers on how to improve instruction by simply evaluating and modifying their teaching style to consider the needs of all students. (ZWH)
Descriptors: Classroom Environment, Elementary Secondary Education, Equal Education, Higher Education
PSI and Educational Reform.
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Keller, Fred S. – Journal of College Science Teaching, 1981
Presents a brief review of the historical background of Personalized System of Instruction (PSI) by one of its founders. Reflects on the past and future for this form of individualized instruction. (CS)
Descriptors: College Science, Elementary Secondary Education, Higher Education, Individual Differences
Individualized Instruction in Great Britain: A Survey and a Case Study.
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Roach, D. Keith; Hammond, Roger A. – Journal of College Science Teaching, 1981
Presents results of a selective survey of schools using individualized instruction (II) in Great Britain and a detailed description of a particular II self-study zoology course at University College, Cardiff. (CS)
Descriptors: Biological Sciences, College Science, Course Descriptions, Elementary Secondary Education
National Science Foundation Support of Individualized Instruction.
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Menefee, Robert W. – Journal of College Science Teaching, 1981
Presents numerical data related to federal support for grants involving individualized instruction (II). Tables provide detailed information on supply for II by these programs: Comprehensive Assistance to Undergraduate Education (CAUSE), Local Course Improvement (LOCI), Science Education Development and Research (SEDR), and NSF support of…
Descriptors: College Science, Elementary Secondary Education, Federal Government, Financial Support