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Results #1-#10 of 100+
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1.
Justice-centered science pedagogy: A catalyst for academic achievement and social transformation
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D. Morales-Doyle, Sci. Educ.,
101
(6), 1034-1060 (2017).
Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice-centered science pedagogy is introduced as a…
https://doi.org/10.1002/sce.21305
2.
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy
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T. Haskell, E. Borda, and A. Boudreaux, Phys. Rev. Phys. Educ. Res.,
18
(1), 010108 (2022).
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010108
3.
Examining the relationship between informal science experiences and physics identity: Unrealized possibilities
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Z. Hazari, R. Dou, G. Sonnert, and P. Sadler, Phys. Rev. Phys. Educ. Res.,
18
(1), 010107 (2022).
Both in physics education and in science education more generally concerns exist that formal K-12 education structures limit and, in some cases, diminish students’ interest and…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010107
4.
Smarter Every Day YouTube Channel
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Publisher: D. Sandlin
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This award-winning YouTube educational channel features a large collection of short videos about science, technology, and engineering. Channel creator Destin Sandlin is a mechanical…
https://www.youtube.com/user/destinws2
5.
Smarter Every Day: Mind-Blowing Magic Magnets
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Publisher: D. Sandlin
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In this 9-minute video, Destin Sandlin explores exciting new technologies in polymagnets and how 3D printing is being used to manipulate the magnetic fields in polymagnets. The…
https://www.youtube.com/watch?v=IANBoybVApQ
6.
Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials
[ Journal Article ]
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T. Wan, C. Doty, J. Chini, A. Garaets, and E. Saitta, Int. J. STEM Educ.,
7
(1), 30-51 (2020).
Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive…
https://doi.org/10.1186/s40594-020-00229-0
7.
A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories
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A. Nguyen, X. Antoine-Goeas, M. Sulman, L. Tra, C. Cox, and O. Gulacar, Educ. Sci.,
11
(10), 655-671 (2021).
A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided…
https://doi.org/10.3390/educsci11100655
8.
Impact of introductory physics for the life sciences in a senior biology capstone course
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B. Geller, J. Rubien, S. Hiebert Burch, and C. Crouch, Phys. Rev. Phys. Educ. Res.,
18
(1), 010120 (2022).
A goal of introductory physics for life sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010120
9.
Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
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P. Ertmer, T. Newby, and M. MacDougall, Am. Educ. Res. J.,
33
(3), 719-752 (1996).
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight…
https://doi.org/10.3102/00028312033003719
10.
Comparing College Students’ Self-Assessment of Knowledge in Organic Chemistry to Their Actual Performance
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A. Karatjas, J. Chem. Educ.,
90
(8), 1096-1099 (2013).
Student self-assessment surveys were used to assess student self-awareness in second-year organic chemistry courses. Surveys were given after examinations in the courses. Students…
https://doi.org/10.1021/ed400037p
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Results #1-#10 of 100+
