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Direct linkOwens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D. – CBE - Life Sciences Education, 2018
Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…
Descriptors: Biology, College Science, Science Instruction, Faculty Development
Schmidt-McCormack, Jennifer A.; Muniz, Marc N.; Keuter, Ellie C.; Shaw, Scott K.; Cole, Renée S. – Chemistry Education Research and Practice, 2017
Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated…
Descriptors: Science Laboratories, Science Instruction, College Science, Undergraduate Study
Moutinho, Sara; Moura, Rui; Vasconcelos, Clara – EURASIA Journal of Mathematics, Science & Technology Education, 2017
Model-Based learning is a methodology that facilitates students' construction of scientific knowledge, which, sometimes, includes restructuring their mental models. Taking into consideration students' learning process, its aim is to promote a deeper understanding of phenomena's dynamics through the manipulation of models. Our aim was to ascertain…
Descriptors: Cognitive Structures, Models, Visualization, Teaching Methods
Download full textEdessa, Sutuma – Cypriot Journal of Educational Sciences, 2017
The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was…
Descriptors: Biology, Science Instruction, Instructional Materials, Higher Education
Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.; Mocerino, Mauro; Qureshi, Sheila – Chemistry Education Research and Practice, 2017
This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry…
Descriptors: Student Attitudes, Self Efficacy, College Science, Chemistry
Iverson, Ellen A. Roscoe – ProQuest LLC, 2016
The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and…
Descriptors: STEM Education, Active Learning, Science Instruction, Earth Science
Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N. – CBE - Life Sciences Education, 2018
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…
Descriptors: STEM Education, Scholarship, College Instruction, College Science
Auerbach, A. J.; Higgins, M.; Brickman, P.; Andrews, T. C. – CBE - Life Sciences Education, 2018
Active-learning strategies "can" improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An…
Descriptors: Teacher Characteristics, Active Learning, Beginning Teachers, Experienced Teachers
Gunersel, Adalet Baris; Fleming, Steven – Biochemistry and Molecular Biology Education, 2014
Research shows that computer animations are especially helpful in fields such as chemistry and in this mixed-methods study, we investigate the educational effectiveness of Bio-Organic Reaction Animations (BioORA), a 3-D software, in four undergraduate biochemistry classes at different universities. Statistically significant findings indicate that…
Descriptors: Science Instruction, Animation, Computer Uses in Education, Educational Technology
Luchembe, Dennis; Chinyama, Kaumba; Jumbe, Jack – European Journal of Physics Education, 2014
The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept…
Descriptors: Science Instruction, Physics, Concept Mapping, Student Attitudes
Shweikeh, Eman – ProQuest LLC, 2014
Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on…
Descriptors: College Science, Science Instruction, Chemistry, Action Research
Smith, Joshua; Wilson, Sarah Beth; Banks, Julianna; Zhu, Lin; Varma-Nelson, Pratibha – Journal of Research in Science Teaching, 2014
This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between…
Descriptors: Quasiexperimental Design, Mixed Methods Research, Teaching Methods, Peer Teaching
Hohenshell, Liesl M.; Woller, Michael J.; Sherlock, Wallace – Journal of College Science Teaching, 2013
In order to be successful, students must acquire the language of science for both oral and written communication. In this article we examine an oral language learning technique called choral repetition for its role in building literacy in the context of an animal physiology course. For 3 weeks, the instructor conducted choral repetitions of nine…
Descriptors: Scientific Literacy, Oral Language, Repetition, Teaching Methods
Gasiewski, Josephine A.; Eagan, M. Kevin; Garcia, Gina A.; Hurtado, Sylvia; Chang, Mitchell J. – Research in Higher Education, 2012
The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction.…
Descriptors: Learner Engagement, Majors (Students), Focus Groups, Science Instruction
Coetzee, Annaretha; Imenda, Sitwala N. – African Journal of Research in Mathematics, Science and Technology Education, 2012
The incidence and prevalence of alternative conceptions in science have been reported by a number of researchers. This article reports findings of a study involving the development and implementation of two intervention programmes to address alternative conceptions related to interference and diffraction of waves among 133 first year university…
Descriptors: Outcome Based Education, Lecture Method, Physics, Science Instruction
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