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Journal of college science teaching最新文献

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Box of Lessons: An Open Educational Resource for Exploring Biomolecular Structure and Function. 课程之盒：探索生物分子结构与功能的开放教育资源。
Journal of college science teaching Pub Date : 2025-09-01 Epub Date: 2025-03-26 DOI: 10.1080/0047231x.2025.2472144
Alexandra S Pettit, Keith A Johnson, Brian Gadd, Shuchismita Dutta
{"title":"Box of Lessons: An Open Educational Resource for Exploring Biomolecular Structure and Function.","authors":"Alexandra S Pettit, Keith A Johnson, Brian Gadd, Shuchismita Dutta","doi":"10.1080/0047231x.2025.2472144","DOIUrl":"10.1080/0047231x.2025.2472144","url":null,"abstract":"<p><p>Structure-function relationships are a core concept in many STEM disciplines. Most biology curricula introduce students to macromolecules, their building blocks, and other small molecules that play key roles in biological processes. However, the shapes, interactions, and functions of these molecules are often discussed using schematic diagrams, ignoring the vast amounts of three-dimensional structural and bioinformatics data freely available from public data resources. Keeping up with and incorporating the rapidly evolving data, tools, and resources in suitable, structure-function focused lessons can be time-consuming and challenging. A group of experienced biology, chemistry, and biochemistry educators collaboratively developed the \"Box of Lessons\" (BOL) to engage students and educators in authentic explorations, reinforcing disciplinary concepts, while developing skills in biomolecular visualization and use of public bioinformatics data resources and tools. The BOL consists of multimedia learning materials, ready-to-use, student- and educator-facing worksheets with teaching notes, aligned with ASBMB learning goals. Materials in this collection have been reviewed and piloted by undergraduate educators before its publication on PDB-101, as modular open educational resources. Educators are encouraged to select BOL elements relevant to their curricular context and adapt them to fit their students' needs and learning goals.</p>","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"54 5","pages":"412-419"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12416526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving the Capstone Biochemistry Lab and Evolution to a Course-Based Undergraduate Research Experience: Lessons Learned from the COVID-19 Online Modality. 提高顶点生物化学实验室和进化为基于课程的本科生研究经验：从COVID-19在线模式的经验教训。
Journal of college science teaching Pub Date : 2025-08-04 DOI: 10.1080/0047231x.2025.2535961
Alberto A Rascón
{"title":"Improving the Capstone Biochemistry Lab and Evolution to a Course-Based Undergraduate Research Experience: Lessons Learned from the COVID-19 Online Modality.","authors":"Alberto A Rascón","doi":"10.1080/0047231x.2025.2535961","DOIUrl":"10.1080/0047231x.2025.2535961","url":null,"abstract":"<p><p>The restructuring of an upper division biochemistry lab capstone course intended for biochemistry students with a range of laboratory experience was explored. A goal of the course was to give students practice with necessary skills in biochemical and biological techniques, especially for an entry level general position in biotechnology. The immediate impact of the online capstone course mandated by the COVID-19 pandemic limited students on learning essential hands-on research skills but evolved during the transition back to in-person instruction to include more elements of in-person practice. This article highlights the evolution of the capstone biochemistry lab to an in-person CURE capstone lab, with lessons learned and resources successfully used during the COVID-19 remote course. These include changes in the way information was disseminated, access to online resources, and modifications in student assessments. This article documents how course evolution resulted in a shift in pedagogical strategies leading to building a community of biochemistry learners that could be used to help college faculty in developing a CURE capstone lab.</p>","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12356177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144877207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PlantGIFT: An effective teacher workshop model for translating experimental STEM research into hands-on classroom activities for middle and high school students. PlantGIFT：一个有效的教师工作坊模式，将STEM实验研究转化为初高中学生的动手课堂活动。
Journal of college science teaching Pub Date : 2025-01-01 Epub Date: 2024-10-22 DOI: 10.1080/0047231x.2024.2412671
Regina M Bedgood, Sloan Elizabeth Almehmi, Katie Busch Chandran, J Michael Wyss, M Shahid Mukhtar, Karolina M Pajerowska-Mukhtar
{"title":"PlantGIFT: An effective teacher workshop model for translating experimental STEM research into hands-on classroom activities for middle and high school students.","authors":"Regina M Bedgood, Sloan Elizabeth Almehmi, Katie Busch Chandran, J Michael Wyss, M Shahid Mukhtar, Karolina M Pajerowska-Mukhtar","doi":"10.1080/0047231x.2024.2412671","DOIUrl":"10.1080/0047231x.2024.2412671","url":null,"abstract":"<p><p>The Next Generation Science Standards (NGSS) advocate for K-12 educators to go beyond teaching content knowledge by prioritizing the integration of academic disciplines into real-life experiences and careers. Schools are now focused on preparing students with the necessary skills and knowledge to succeed in college and careers, and gain exposure to future employment opportunities. Recognizing the significance of collaboration between K-12 teachers and higher education faculty, the National Research Council emphasizes the need for enhanced professional development opportunities. Numerous higher education institutions have rigorous and robust experimental research programs. Additionally, a number of them have established STEM centers, outreach initiatives, and partnerships with local school districts to foster such collaborations. Here, we describe a \"PlantGIFT\" initiative (Plant Genomics Internships for Teachers), a model that effectively translates university-based research into a week-long professional development opportunity that promotes teachers' ability to understand and teach science concepts in their classrooms. We outline the planning and development stages of the PlantGIFT workshop for secondary science teachers, centered around plant research, including our lessons learned, initial results, and implications for future research and practice.</p>","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"54 2","pages":"181-188"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13306401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Introducing Engineering Design to First-Year Students Through the Net Zero Energy Challenge 通过零能耗挑战向一年级学生介绍工程设计
Journal of college science teaching Pub Date : 2024-08-01 DOI: 10.1080/0047231x.2024.2380302
Elena Sereiviene, Xiaotong Ding, Rundong Jiang, Juan Zheng, Andriy Kashyrskyy, Dylan Bulseco, Charles Xie
{"title":"Introducing Engineering Design to First-Year Students Through the Net Zero Energy Challenge","authors":"Elena Sereiviene, Xiaotong Ding, Rundong Jiang, Juan Zheng, Andriy Kashyrskyy, Dylan Bulseco, Charles Xie","doi":"10.1080/0047231x.2024.2380302","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2380302","url":null,"abstract":"First-year engineering students are often introduced to the engineering design process through project-based learning situated in a concrete design context. Design contexts like mechanical engineering are commonly used, but students and teachers may need more options. In this article, we show how sustainable building design can serve as an alternative for students of diverse backgrounds and with various interests. The proposed Net Zero Energy Challenge is an engineering design project in which students practice the full engineering design cycle to create a virtual house that generates renewable energy on-site, with the goal to achieve net zero energy consumption. Such a design challenge is made possible by Aladdin, an integrated tool that supports building design, simulation, and analysis within a single package. A pilot study of the Net Zero Energy Challenge at a university in Mid-Atlantic United States suggests that around half of the students were able to achieve the design goal.","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"53 5","pages":"507-515"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147918148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Community of Practice for CURE Development: The MIRIC (Mentoring the Integration of Research into the Classroom) Network 团结与种族平等委员会发展实践社区：MIRIC（指导将研究融入课堂）网络
Journal of college science teaching Pub Date : 2024-07-24 DOI: 10.1080/0047231x.2024.2373026
Elizabeth J. Sandquist, Brett J. Schofield, Kristian H. Taylor, Alex C. Engel, Jinjie Liu, Aaron P. Putzke, Laxmi Sagwan-Barkdoll, Susan Walsh, Taylor L. Buchann, Lance F. Barton, Karen K. Resendes, M. Wolyniak
{"title":"A Community of Practice for CURE Development: The MIRIC (Mentoring the Integration of Research into the Classroom) Network","authors":"Elizabeth J. Sandquist, Brett J. Schofield, Kristian H. Taylor, Alex C. Engel, Jinjie Liu, Aaron P. Putzke, Laxmi Sagwan-Barkdoll, Susan Walsh, Taylor L. Buchann, Lance F. Barton, Karen K. Resendes, M. Wolyniak","doi":"10.1080/0047231x.2024.2373026","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373026","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"26 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141806052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Value Creation in a Pedagogically-Focused Faculty Online Learning Community 以教学为重点的教师在线学习社区的价值创造
Journal of college science teaching Pub Date : 2024-07-24 DOI: 10.1080/0047231x.2024.2373018
Fred Goldberg, Edward Price, Mo Basir, Lawrence Escalada, Steven Maier, Steven Sahyun, Tamara D. Snyder, Liang Zeng
{"title":"Value Creation in a Pedagogically-Focused Faculty Online Learning Community","authors":"Fred Goldberg, Edward Price, Mo Basir, Lawrence Escalada, Steven Maier, Steven Sahyun, Tamara D. Snyder, Liang Zeng","doi":"10.1080/0047231x.2024.2373018","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373018","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching 调查紧急远程教学对生物助教及其教学方法的影响
Journal of college science teaching Pub Date : 2024-07-23 DOI: 10.1080/0047231x.2024.2372564
Amy E. Kulesza, Susan L. D’Agostino, Lucía B. Chacón-Díaz
{"title":"Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching","authors":"Amy E. Kulesza, Susan L. D’Agostino, Lucía B. Chacón-Díaz","doi":"10.1080/0047231x.2024.2372564","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2372564","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"49 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Enhancing” Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course 用学习研究 "强化 "考试包装纸与第一学期生物课程学习策略的转变有关
Journal of college science teaching Pub Date : 2024-07-23 DOI: 10.1080/0047231x.2024.2373028
Maya Sobel, Linden Higgins
{"title":"“Enhancing” Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course","authors":"Maya Sobel, Linden Higgins","doi":"10.1080/0047231x.2024.2373028","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373028","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"123 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Hybrid Group-Based Concept Mapping 基于小组的混合概念绘图
Journal of college science teaching Pub Date : 2024-07-23 DOI: 10.1080/0047231x.2024.2373020
Nathan Ruhl
{"title":"Hybrid Group-Based Concept Mapping","authors":"Nathan Ruhl","doi":"10.1080/0047231x.2024.2373020","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373020","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"117 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Flipping” a Course: Is It Worth It? A Multiyear Analysis of Interactive and Student-Centered Pedagogy in an Introductory Physical Geology Course "翻转 "课程：值得吗？物理地质学入门课程中以学生为中心的互动教学法的多年分析
Journal of college science teaching Pub Date : 2024-07-23 DOI: 10.1080/0047231x.2024.2373023
T. Halligan, C. Cervato, Ulrike Genschel
{"title":"“Flipping” a Course: Is It Worth It? A Multiyear Analysis of Interactive and Student-Centered Pedagogy in an Introductory Physical Geology Course","authors":"T. Halligan, C. Cervato, Ulrike Genschel","doi":"10.1080/0047231x.2024.2373023","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373023","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"120 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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