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Results #1-#10 of 51
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Science Education
Finding meaning in science: Lifeworld, identity, and self 
  
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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
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
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
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
Science Education
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
Journal of College Science Teaching
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...
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
Journal of Research in Science Teaching
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
Innovation Higher Education
Looking Beyond the Valley: A Five-Year Case Study of Course Innovation 
  
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G. Allen, J. Wedman, and L. Folk, Innov. High. Educ., 26 (2), 103-119 (2001).
Longitudinal changes in student course evaluations throughout the process of implementing information technology-enhanced delivery of a veterinary immunology course were examined.…
https://link.springer.com/article/10.1023/A%3A1012288421619
Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention 
  
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L. Blackwell, K. Trzesniewski, and C. Dweck, Child Dev, 78 (1), 246-263 (2007).
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable…
http://www.jstor.org/stable/4139223
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Results #1-#10 of 51