Undergraduate Students' Perceptions of Online Teamwork Activities During the COVID-19 Pandemic.
- Published in:
- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 211, doi. 10.1080/0047231X.2024.2339741
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- Publication type:
- Article
Works matching IS 0047231X AND DT 2024 AND VI 53 AND IP 3
Results: 13
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Teaching Trees: Revisions to an Inquiry-Based, Service-Learning Field Lab Broaden Student Learning and Better Align With Learning Outcomes.
- Published in:
- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 285, doi. 10.1080/0047231X.2024.2339740
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- Article
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A Process for Scaling an Independent Course-Based Undergraduate Research Experience: Lessons Learned From Expansion of the Tigriopus CURE to Diverse Institutions.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 275, doi. 10.1080/0047231X.2024.2339175
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- Article
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Local Ecosystem Observation Cycle: Supporting Preservice Elementary Teachers' Engagement in Sensemaking.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 236, doi. 10.1080/0047231X.2024.2339128
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- Article
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The Illogical Leap to Summative Without Formative: Incorporating Low-Risk Assessments to Better Serve High-Risk Students.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 302, doi. 10.1080/0047231X.2024.2339126
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- Publication type:
- Article
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The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning Through Scaffolded Assignments in Upper-Level Physics and Mathematics.
- Published in:
- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 253, doi. 10.1080/0047231X.2024.2338696
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- Article
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Data Analysis Using Open Data and Software Reveal Environment-Mediated Microbial Heterogeneity in Soil and Sediment Samples While Enhancing the STEM Research Experience at an Undergraduate Institution.
- Published in:
- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 229, doi. 10.1080/0047231X.2024.2338695
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- Publication type:
- Article
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A Mixed-Methods Study of a Poster Presentation Activity, Students' Science Identity, and Science Communication Self-Efficacy in Face-To-Face Teaching Conditions.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 293, doi. 10.1080/0047231X.2024.2338694
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- Article
9
Application of Retesting as a Learning Tool in an Online Science Course.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 261, doi. 10.1080/0047231X.2024.2338693
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- Publication type:
- Article
10
Introducing a Sequence of (Almost) Unlimited, Zero-Penalty, Interview-Like Assessments Into an Introductory Physics Course: Student Responses and Considerations.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 267, doi. 10.1080/0047231X.2024.2338692
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- Article
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A Residential Learning Community for Enhancing STEM Education: Program Design and Lessons Learned.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 221, doi. 10.1080/0047231X.2024.2338039
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- Publication type:
- Article
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Here and There: A Novel Hybrid Remote/In-Person College-Level Science Lab Model at a Small, Primarily Undergraduate Institution.
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- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 205, doi. 10.1080/0047231X.2024.2338038
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- Publication type:
- Article
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Authentic Assessments for an In-Person or Online Science Course for Preservice Teachers.
- Published in:
- Journal of College Science Teaching, 2024, v. 53, n. 3, p. 245, doi. 10.1080/0047231X.2024.2338037
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- Publication type:
- Article