Competence in written scientific communication is an important learning outcome of undergraduate science degrees. Writing helps students learn, encourages them to think creatively and critically about their learning, and trains them in communicating their insights as disciplinary experts. However, challenges exist in incorporating writing…

In this work we study how different motivations of learners relate to their engagement in a massive open online course (MOOC). The research was conducted in a cohort-based astronomy MOOC "Astronomy: Exploring Time and Space" provided through the Coursera platform. In order to discern motivations of course participants, the Science…

One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been shown to increase engagement and performance in introductory courses. However, questions remain about the longevity of the effects and how best to…

A "threshold concept" is a challenging concept that acts as a doorway leading to deeper understanding and a dramatic shift in perception. A learner that is involved in grasping a threshold concept is said to be undergoing a threshold experience within a "liminal space" or learning environment. We used the blog as a liminal…

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of…

Literacy remains an area of concern in early secondary education in Scotland (ages 12-14), with recent research suggesting a continued decline in attainment levels. As literacy underpins learning, interdisciplinary and collaborative approaches to teaching literacy are now being emphasized through the new Curriculum for Excellence that aims to…

General chemistry students are asked to assume the identity of an element and to write their own story. In the spirit of pedagogical approaches such as writing-to-learn and writing across the curriculum, this assignment has several objectives, most significantly to connect students to the discipline of chemistry in a robust way. Facilitating this…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…