Advertising in NSTA Publications

November 2008 Issue

Featuring:

Designing Appropriate Scaffolding—We have developed a successful approach to teaching and inspiring undergraduate science and non-science majors to complete creditable semesterlong hands-on science research projects. This approach utilizes a carefully developed scaffolding consisting of in-class exercises and discussions, preparatory homework and lab events, and three well calibrated milestones prior to submission of their final report. This scaffolding has increased student confidence and the caliber of final projects.

Teaching Principles of Geomicrobiology—Geomicrobiology is an interdisciplinary course focused on experimental work. Our approach introduces students to scientific collaboration and peer review, produces significant gains in student knowledge, and promotes scientific curiosity and rigor.

The Sport Utility Vehicle—The topic of automobile fuel economy standards for sport utility vehicles is used to explore an environmentally related public policy issue in the physical science classroom.

Adapting an Annual Research Symposium—We describe an adaptable program for recruiting under-represented minorities to the biological sciences that combines a research symposium with enriching activities.

Utilizing Science Popularizations—Science popularizations can supplement textbooks. Their use offers an alternative conception of the classroom, one that focuses on the learner instead of the content.

Building a Better Biology Lab—The introduction of Tablet PC technology in a core biology laboratory course did not significantly improve student performance. Nonetheless, positive feedback from participating students and faculty encouraged the continued use of Tablet PCs in the lab, and the technology has proven to be a welcome addition to the course.

The Learning Focused Transformation—The institutionwide focus on deep learning has made significant changes in the biology and physics core course curriculum at Institution X. The biology course director has reworked the course objectives to reflect the learning-focused approach to teaching. The Physics curriculum has adopted new learning outcomes and ways to encourage critical thinking and deep learning. This article will present the old biology course objectives beside the new learning objectives to reflect the shift of the institutional teaching mission, showcase what a typical class session looks like and outline the benefits and challenges to developing a learning-focused class.

(Titles and content subject to change)