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Results #1-#10 of 51
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1.
Finding meaning in science: Lifeworld, identity, and self
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100
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Curriculum
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R. Kozoll and M. Osborne, Sci. Educ.,
88
(2), 157-181 (2004).
Despite the many hours students spend studying science, only a few relate to these subjects in such a manner that it becomes a part of their essential worldview and advances their…
https://doi.org/10.1002/sce.10108
2.
Talking about Leaving Revisited
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E. Seymour and A. Hunter -
Book
The book Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among…
https://doi.org/10.1007/978-3-030-25304-2
3.
A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course
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K. Fuller and C. Torres Rivera, Front. Microbiol.,
11
(1) (2021).
Using a culturally responsive approach to an undergraduate microbiology lab, students at a Hispanic-serving institution devised experiments to test whether home remedies developed by…
https://doi.org/10.3389/fmicb.2020.577852
4.
COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color
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K. Scott and M. Aleta White, Urban Educ.,
48
(5), 657-681 (2013).
This article investigates the motivations of African American and Latino girls ages 13-18) who navigate urban Southwest school districts during the day, but voluntarily attend a…
https://doi.org/10.1177/0042085913491219
5.
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
6.
Making Science Personal: Inclusivity-Driven Design for General Education Courses
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C. O'Donnell, E. Prather, and P. Behroozi, J. Coll. Sci. Teaching,
50
(3), 68-77 (2021).
General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a…
https://www.nsta.org/journal-college-science-teaching/journal-college-sc...
7.
The Myth of Objectivity OR Why Science Needs a New Psychology of Science
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I. Mitroff, Manag. Sci,
18
(10), B-613-B-618 (2008).
This two-year study, dating from 1972, examined a group of "eminent" physical scientists (n>40) who were repeatedly interviewed and questioned about their methodology and attitudes…
https://doi.org/10.1287/mnsc.18.10.b613
8.
Examining the development of scientific reasoning in ninth-grade physical science students
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S. Westbrook and L. Rogers, J. Res. Sci. Teaching,
31
(1), 65-76 (2006).
This study-was designed to test the hypothesis that descriptive learning cycles are neither sufficient to stimulate students to reason at a formal operational level nor to encourage…
https://doi.org/10.1002/tea.3660310107
9.
How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy
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I. Testa, D. Psillos, and A. Molohidis, Phys. Rev. Phys. Educ. Res.,
16
(2), 020146 (2020).
This empirical study investigates the main features of curricula and contexts that favor or hinder the process of transfer of a teaching-learning sequence (TLS) from the designers’…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020146
10.
Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
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E. Smith and N. Holmes, Phys. Rev. Phys. Educ. Res.,
16
(2), 020150 (2020).
The goals for lab instruction are receiving critical attention in the physics education community due to multiple reports and research findings. In this paper, we describe a…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020150
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Results #1-#10 of 51
