Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an…

In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and…

Details a project designed to bolster the quality of astronomy education through teacher workshops. Workshop topics include the solar system, stars, stellar evolution, galaxies, and cosmology. The Learning Approach Questionnaire (LAQ) is used to determine the effects of the workshops. (DDR)

Presents an exercise to be used after students have been introduced to Mendelian genetics and the Punnett square. Allows students to grasp the mechanics of Mendelian genetics. (DDR)

Shares the perspectives and experiences of maintaining a balance between being a biologist and an educator. Cites recent work that highlights what is going well in science education and revisits the tension between the role of researcher and teacher. (DDR)

Explains a way to grow fern gametophytes and describes the use of these gametophytes to enable students to grasp the concept of alternation of generations. (DDR)

Describes an experimental project that uses plant tissue culture techniques to examine cell differentiation in the carrot. Allows students to gain experience in some important techniques and to explore fundamental questions about cell differentiation. (DDR)

Provides details of an advanced cell biology course that has as its overall design the critical reading and examination of primary literature. Contains guidelines to assist students in critical reading. (DDR)

Describes laboratory techniques designed to familiarize students with meiosis and how microscopic preparations of meiosis are made. These techniques require the use of fresh or fixed flowers. Contains 18 references. (DDR)

Argues that students are conditioned by years of multiple-choice testing to use only simple recall and view knowledge as an uncataloged museum full of independent facts that are collected, recited, and left to gather dust. (DDR)

Humor can not only provide motivation for learning but can also contribute directly to the learning itself. Presents and analyzes excerpts from a number of classic pieces of comedy writing. Contains 28 references. (DDR)

Recommends an approach to the treatment of acid-base equilibria that involves treating each reaction as either going to completion or not occurring at all. Compares the method with the traditional approach step by step. (DDR)

Explains the misconceptions found in the traditional textbook presentation of the theory and the history of the theory of evolution. Outlines a more accurate and complete telling of the history of the discovery of evolution by natural selection. Contains 50 references. (DDR)

Details the construction of a viewing chamber for fruit flies that connects to a dissecting microscope and features a design that enables students to easily move fruit flies in and out of the chamber. (DDR)

Uses learning style assessments to justify more extensive use of creative work and asks why creative work appears to be difficult to initiate. Evaluates three case studies that provide evidence that creative work can be integrated into lessons with interesting consequences. (DDR)