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Simbarashe Nkomo; Alia Bly – Journal of Chemical Education, 2024
In undergraduate science education, laboratory courses stand as essential cornerstones of experiential learning. Chemistry laboratory courses offer students unique hands-on experiences that bridge the gap between theoretical knowledge and practical application. The journey through the undergraduate chemistry curriculum is paved with a series of…
Descriptors: Undergraduate Students, College Science, Chemistry, Hands on Science
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Wack, Jason; Jaeger, Collin; Yuan, Shupei; Bergan-Roller, Heather E. – American Biology Teacher, 2021
Communicating science with nonexperts (SciComm) is an important scientific practice. SciComm can inform decision making and public policies. Recently, seminal reports have indicated that SciComm is a practice in which students should engage. Unfortunately, students have few opportunities to engage in SciComm, partially due to the absence of a…
Descriptors: Biology, Undergraduate Students, College Science, Science Instruction
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González-Gómez, David; Jeong, Jin Su; Cañada-Cañada, Florentina – Journal of Baltic Science Education, 2020
Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students' motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year…
Descriptors: Internet, Formative Evaluation, Student Motivation, Science Achievement
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Quinonez, Alejandro; Rompolski, Krista L. – HAPS Educator, 2019
In Anatomy and Physiology courses, students often struggle with visualizing structures, or processes, that occur at the cellular level, such as capillary exchange. Whenever available, models can be vital to students' understanding of a topic, particularly when they can be constructed by students in real time. To demonstrate capillary exchange to…
Descriptors: Anatomy, Physiology, Visualization, Models
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Zellner, Nicolle – Journal of Astronomy & Earth Sciences Education, 2018
An introductory Astronomy survey course is often taken to satisfy a college graduation requirement for non-science majors at colleges around the United States. In this course, material that can be broadly categorized into topics related to "the sky", "the Solar System", "the Galaxy", and "cosmology" is…
Descriptors: Undergraduate Students, College Science, Nonmajors, Astronomy
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Logan, Jennifer L.; Quin~ones, Rosalynn; Sunderland, Deborah P. – Journal of Chemical Education, 2015
An assignment incorporating posters into a second-year analytical chemistry lab is described. Students work in groups and are assigned one of the application-themed weekly laboratories as a topic. Course data acquired for these weekly laboratories are compiled into spreadsheets that the poster group then analyzes to present in an on-campus poster…
Descriptors: Science Instruction, Assignments, Chemistry, Science Laboratories
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Ye, Li; Oueini, Razanne; Lewis, Scott E. – Journal of Chemical Education, 2015
The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students' understanding of linking content…
Descriptors: Science Instruction, Scientific Concepts, Chemistry, Evaluation Methods
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Offerdahl, Erika G.; Montplaisir, Lisa – Biochemistry and Molecular Biology Education, 2014
Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or…
Descriptors: Formative Evaluation, Student Evaluation, College Science, Science Instruction
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Stout, Roland P. – Across the Disciplines, 2011
Starting from the premise that good writing requires sound thinking, this paper presents a workable process for developing and using writing assignments as thinking and learning tools within a historical and philosophical context. Though presented from the perspective of a chemist, this process is actually general in nature and links writing…
Descriptors: Writing (Composition), Content Area Writing, College Students, College Science
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Brunkhorst, Bonnie J. – Journal of Geoscience Education, 1996
Assessment provides feedback to teachers so that instruction can be modified. It also provides feedback to students during and after the course. Discusses approaches to assessment in geology courses that relate assessment to instruction. Three student assignments are described: (1) Personal Question Sheets; (2) a report on Personal/Social Issues…
Descriptors: Assignments, College Science, Critical Thinking, Geology
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Kingdom, J. M.; Hartley, D. J. – Journal of Biological Education, 1980
From June 1980 onwards most home candidates taking University of London Advanced-level Biology are required to submit their practical and field work notebooks to their teachers for assessment. This paper describes a trial run assessment of the practical books of 700 candidates, conducted in June 1979, and the statistical moderation procedure…
Descriptors: Assignments, Biological Sciences, College Science, Evaluation Criteria
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Cropp, F. W. – Journal of Geological Education, 1980
Describes a physical geology assignment in which students are required to keep a journal of their daily observations, impressions, and questions which come to mind about the Earth. Presents the role of the journal, outlines the criteria for evaluation, and provides samples of student reaction to the assignment. (GS)
Descriptors: Assignments, College Science, Geology, Higher Education
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Moni, Roger W.; Moni, Karen B.; Poronnik, Philip; Lluka, Lesley J. – Biochemistry and Molecular Biology Education, 2007
The authors detail the design, implementation and evaluation of an eConference entitled "Biohorizons," using a presage-process-product model to describe the development of an eLearning community. Biohorizons was a summative learning and assessment task aiming to introduce large classes of first-year Human Biology students to the practices of…
Descriptors: Scientists, Student Evaluation, Focus Groups, Academic Achievement