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Sengul, Ozden – Journal of College Science Teaching, 2022
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show…
Descriptors: Science Instruction, College Faculty, Interdisciplinary Approach, Large Group Instruction
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Kevin J. Tu; Angela C. Sun; Daniel Levin – Journal of College Science Teaching, 2024
Undergraduate research experiences (UREs) significantly enhance the outcomes of students who participate. Unfortunately, students may face barriers to engaging in UREs, which creates challenges for students' development of essential research skills that may not be covered thoroughly in laboratory classes. Overall, there is a need for a curriculum…
Descriptors: Instructional Design, Molecular Biology, Science Instruction, Teaching Methods
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Oliver-Hoyo, Maria; Anderson, Misti; Allen, DeeDee – Journal of College Science Teaching, 2004
The advantages of inquiry-guided instruction (IGI) are emphasized, along with difficulties faced in the application of this teaching method. Several instruction techniques, and tactics are presented for solving practical problems, and in overcoming common and specific challenges of IGI.
Descriptors: Teaching Methods, Instruction, Instructional Design, Inquiry
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Woods, Donald R. – Journal of College Science Teaching, 1990
The use of taxonomic scales to assess the level of student cognitive development and thinking skills, and to structure instruction is discussed. One instructor's method is presented. Perry's taxonomy is graphically illustrated. Sources for five assessment instruments are listed. (CW)
Descriptors: Cognitive Development, College Science, Educational Assessment, Higher Education
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Kolikant, Yifat Ben-David; Gatchell, David W.; Hirsch, Penny L.; Linsenmeier, Robert A. – Journal of College Science Teaching, 2006
We present an approach for integrating instruction of scientific writing and reading into undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. We demonstrate its implementation and describe a study of students' feedback that enabled us to elicit students' difficulties and fine-tune the next application…
Descriptors: Science Education, Teaching Methods, Formative Evaluation, Technical Writing