Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Attendance | 1 |
| Biology | 1 |
| Cognitive Processes | 1 |
| College Science | 1 |
| Community College Students | 1 |
| Content Area Reading | 1 |
| Difficulty Level | 1 |
| Homework | 1 |
| Introductory Courses | 1 |
| Pretesting | 1 |
| Program Effectiveness | 1 |
| More ▼ | |
Source
| Journal of College Science… | 1 |
Author
| Allie Brashears | 1 |
| Daniel Gertner | 1 |
| Holly Porter-Morgan | 1 |
| Na Xu | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
| New York (New York) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDaniel Gertner; Allie Brashears; Na Xu; Holly Porter-Morgan – Journal of College Science Teaching, 2024
Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and…
Descriptors: Community College Students, STEM Education, Biology, Science Instruction
