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Results #1-#10 of 57
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Science Education
Justice-centered science pedagogy: A catalyst for academic achievement and social transformation 
  
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100
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Curriculum / Research Instrument
Curriculum
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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
Physical Review Physics Education Research
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy 
  
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100
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PER Literature
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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
Physical Review Physics Education Research
Examining the relationship between informal science experiences and physics identity: Unrealized possibilities 
  
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100
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PER Literature
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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
Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials 
  
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100
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PER Literature
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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
A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories 
  
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Match Score:
100
Categories:
Curriculum / Pedagogy Guide
Curriculum
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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
Physical Review Physics Education Research
Impact of introductory physics for the life sciences in a senior biology capstone course 
  
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Match Score:
100
Category:
PER Literature
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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
American Educational Research Journal
Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation 
  
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Match Score:
100
Categories:
Curriculum / Research Instrument
Curriculum
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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
Journal of Chemical Education
Comparing College Students’ Self-Assessment of Knowledge in Organic Chemistry to Their Actual Performance 
  
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100
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PER Literature
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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
Instructor strategies to aid implementation of active learning: a systematic literature review 
  
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PER Literature
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K. Nguyen, M. Borrego, C. Finelli, M. DeMonbrun, C. Crockett, S. Tharayil, P. Shekhar, C. Waters, and R. Rosenberg, Int. J. STEM Educ., 8 (1), 9 (2021).
Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is…
https://doi.org/10.1186/s40594-021-00270-7
A Better Way to Evaluate Undergraduate Teaching 
  
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100
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PER Literature
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C. Wieman, Change: Mag. Higher Learn., 47 (1), 6-15 (2015).
A major problem in higher education is the lack of a good way to measure the quality of teaching. This makes it very difficult for faculty to objectively determine the quality of…
https://doi.org/10.1080/00091383.2015.996077
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Results #1-#10 of 57