Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Journal of College Science… | 6 |
Author
| Adele Schepige | 1 |
| Anderson, Brittany | 1 |
| Cook, Elzbieta | 1 |
| Grooms, Jonathon | 1 |
| Kelly, Martin G. | 1 |
| McGuire, Saundra Y. | 1 |
| Patricia Morrell | 1 |
| Perez, Kathryn E. | 1 |
| Poelzer, G. Herold | 1 |
| Price, Rebecca M. | 1 |
| Sampson, Victor | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 6 |
| Postsecondary Education | 3 |
| Elementary Education | 1 |
Audience
| Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkPatricia Morrell; Adele Schepige – Journal of College Science Teaching, 2023
The purposes of this study were to examine preservice elementary teachers' conception of the water cycle; determine if participating in a conceptual change-based role-play alters these conceptions; and ascertain if any conceptual change brought about by the intervention is lasting. We found that most of our students held naive conceptions of the…
Descriptors: Preservice Teachers, Elementary School Teachers, Water, Science Instruction
Price, Rebecca M.; Perez, Kathryn E. – Journal of College Science Teaching, 2018
Improving students' understanding of how science works requires explicit instruction. Here, we test the efficacy of a module based on two previously published activities (the "Cube Puzzle" and the case study "Asteroids and Dinosaurs") that teach how science works to college science majors. Students also use the How Science…
Descriptors: Science Instruction, Teaching Methods, Case Studies, College Science
Zhao, Ningfeng; Wardeska, Jeffrey G.; McGuire, Saundra Y.; Cook, Elzbieta – Journal of College Science Teaching, 2014
Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real…
Descriptors: Science Instruction, College Science, Metacognition, Case Studies
Walker, Joi Phelps; Sampson, Victor; Grooms, Jonathon; Anderson, Brittany; Zimmerman, Carol O. – Journal of College Science Teaching, 2012
This article describes a new instructional model called Argument-Driven Inquiry (ADI). This model is designed to promote student engagement in processes of investigation design and scientific argumentation. In this study, the ADI instructional model is compared with a more traditional approach to instruction across 16 laboratory sections of…
Descriptors: Learner Engagement, Evidence, Chemistry, Teaching Methods
Kelly, Martin G. – Journal of College Science Teaching, 2013
The Index of Learning Styles (ILS) generates reliable data. Its ability to
characterize learning preference has been validated. However, the ILS
has had very limited application in biology education. In 2009, students in
an introductory biology laboratory completed the ILS. Overall academic
performance (2009) was negatively associated with…
Descriptors: Biology, Introductory Courses, Preferences, Cognitive Style
Poelzer, G. Herold; Zeng, Liang – Journal of College Science Teaching, 2008
This quasi-experimental pilot study of nonscience majors taking a physical science course at a university in South Texas was conducted on Hispanic undergraduate students, and is theory based--an application of attribution theory. That the treatment group outperformed the comparison group provides evidence of the positive effect of having students…
Descriptors: Majors (Students), Attribution Theory, Undergraduate Students, Physical Sciences
