NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers3
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 72 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kathy Nomme; Rhea Storlund; Christine Goedhart; Silvia Mazabel; Chin Sun; Bernardita Germano – Journal of College Science Teaching, 2025
We investigated the impact of an assignment wrapper in promoting self-regulation of learning in a series of written assignments for a First-Year Biology laboratory. Students completed a planning survey prior to submitting an Introduction assignment. Upon receipt of the graded Introduction, students completed an assignment wrapper, two more written…
Descriptors: Self Management, Learning Strategies, Biology, Science Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Holly Ryan; Daniel Abramov; Samantha Acker; Sydney Elkins – Thresholds in Education, 2025
This paper explores the complexities of co-authorship involving generative AI in academic contexts, focusing on an honors English class where students engaged with AI tools like ChatGPT. It critiques the boundaries of authorship as defined by COPE, which argues AI cannot be an author due to its lack of accountability. The study explores the…
Descriptors: Artificial Intelligence, Writing (Composition), Honors Curriculum, English Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Zeng, Liang; Zeng, Guang – Physics Teacher, 2021
The National Academy of Science has published studies showing strong scientific evidence that global warming is caused by human consumption of fossil fuels, yet recent surveys have shown young adults in the U.S. are disengaged or disagree with this fact. Accordingly, the United Nations Educational, Scientific, and Cultural Organization (UNESCO)…
Descriptors: Climate, Writing Assignments, Physics, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Irene K. Guttilla Reed; Michelle L. Kraczkowski; Steven J. Pearlman – Journal of College Science Teaching, 2024
Critical thinking is essential in academia and the workforce. Although writing can be used as a pedagogical tool for fostering deeper subject matter understanding, increased retention, and critical thinking, relatively few science courses are writing based. This writing-based introductory science course provided an opportunity for students to…
Descriptors: Undergraduate Students, Biology, Science Instruction, Molecular Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Garza, Nicholas F.; Finkenstaedt-Quinn, Solaire A.; Shultz, Ginger V.; Zimmerman, Steven C. – Journal of Chemical Education, 2022
Organic chemistry courses enroll students from many majors with diverse interests. Although instructors may strive to appeal to these interests by relating course content to real life, it is challenging to intrinsically appeal to students at the personal level, particularly in high enrollment courses like organic chemistry. When students identify…
Descriptors: Organic Chemistry, Science Instruction, Course Content, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Field M. Watts; Amber J. Dood; Ginger V. Shultz; Jon-Marc G. Rodriguez – Journal of Chemical Education, 2023
Chemistry education research demonstrates the value of open-ended writing tasks, such as writing-to-learn (WTL) assignments, for supporting students' learning with topics including reasoning about reaction mechanisms. The emergence of generative artificial intelligence (AI)technology, such as chatbots ChatGPT and Bard, raises concerns regarding…
Descriptors: College Students, Science Instruction, Organic Chemistry, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Ina Zaimi; Amber J. Dood; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL…
Descriptors: Writing Assignments, Teaching Methods, Science Instruction, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Jones, Jeff C.; Bassett, Gennie M.; Lescalleet, Jacob L.; Wingert, Jason R. – Journal of Biological Education, 2023
CRISPR technologies are among the most powerful advancements in modern biology because they accurately manipulate the genomes of living cells and have the potential of curing various genetic diseases. This study examined the attitudes of undergraduate health science students towards somatic cell and germline gene editing therapies and whether…
Descriptors: Genetics, Science Instruction, Biology, Ethics
Peer reviewed Peer reviewed
Direct linkDirect link
Annabelle T. Lolinco; Thomas A. Holme – Journal of Chemical Education, 2023
In a technology-centric world, leveraging digital tools such as chatbots allows educators to engage students in ways that may be more accessible for both parties, particularly in large lecture classrooms. This report details the development of an interactive web-based chatbot to curate content for writing about chemistry in context. Students were…
Descriptors: Chemistry, Science Instruction, Artificial Intelligence, Computer Software
Peer reviewed Peer reviewed
Direct linkDirect link
Brandfonbrener, Paul B.; Watts, Field M.; Shultz, Ginger V. – Journal of Chemical Education, 2021
Resonance is a fundamental concept that is necessary for students' successful learning in organic chemistry. However, there is a need to know more about both (1) what students find important when describing resonance and (2) students' conceptual understanding. This research seeks to address this discrepancy by examining second-semester organic…
Descriptors: Organic Chemistry, Science Instruction, Scientific Concepts, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Jessica Cail – Teaching of Psychology, 2025
Background: Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the "robot proof" human skills future workers will need, such as creativity, communication, and critical thinking. Objective: The study objective was to explore…
Descriptors: Psychology, Accuracy, Artificial Intelligence, Technology Integration
Annabelle Tam-Ha Lolinco – ProQuest LLC, 2024
Scientific literacy is an increasingly important skill for today and tomorrow's citizens. Encapsulated in the definition of being scientifically literate, one must be knowledgeable about science and technology in context and be able to interpret and communicate the information well. Introductory science courses, like general chemistry, are key…
Descriptors: Chemistry, Science Instruction, Scientific Literacy, Introductory Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Gupte, Trisha; Watts, Field M.; Schmidt-McCormack, Jennifer A.; Zaimi, Ina; Gere, Anne Ruggles; Shultz, Ginger V. – Chemistry Education Research and Practice, 2021
Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by…
Descriptors: Learning Experience, Student Experience, Student Participation, Organic Chemistry
Peer reviewed Peer reviewed
Direct linkDirect link
Watts, Field M.; Park, Grace Y.; Petterson, Michael N.; Shultz, Ginger V. – Chemistry Education Research and Practice, 2022
Organic reaction mechanisms are often represented by the electron-pushing formalism and reaction coordinate diagrams. These representations pose a challenge to students because valuable information is encoded within each representation, and students must know how to reason about mechanisms using both. Hence, it is important to understand whether…
Descriptors: Organic Chemistry, Science Instruction, Logical Thinking, Writing Assignments
Peer reviewed Peer reviewed
Direct linkDirect link
Solaire A. Finkenstaedt-Quinn; Safron L. Milne; Michael N. Petterson; Jasen Chen; Ginger V. Shultz – Written Communication, 2024
Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…
Descriptors: Peer Evaluation, Formative Evaluation, Feedback (Response), STEM Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5