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Direct linkLasker, Grace A.; Mellor, Karolina E.; Mullins, Melissa L.; Nesmith, Suzanne M.; Simcox, Nancy J. – Journal of Chemical Education, 2017
Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in…
Descriptors: Environmental Education, Social Justice, Chemistry, Science Instruction
Peer reviewedBrown, Luther – Peer Review, 2001
Explores how science could be better taught at the undergraduate level, particularly the incorporation of active learning and an interdisciplinary approach, and the role of learning communities in improving science instruction. (EV)
Descriptors: Active Learning, College Instruction, College Science, Higher Education
Peer reviewedOrvis, Jessica N.; Orvis, Jeffrey A. – Journal of College Science Teaching, 2005
Active engagement in the classroom is one of the best tools available for overcoming conceptual difficulties. Science educators agree that students of all ages learn more by participating actively in the interpretation of scientific phenomena (NAS 2003; NSF 1998). In this article, the authors describe demonstrations in class using paper wads as an…
Descriptors: Chemistry, Science Instruction, Demonstrations (Educational), Active Learning
Peer reviewedAllen, Deborah E.; And Others – New Directions for Teaching and Learning, 1996
In its use of complex, real-world problems to introduce concepts and motivate learning in an active and cooperative learning environment, problem-based learning is a powerful alternative to the passive lecture in introductory college science. Use of technology and multimedia instruction, focus on large classes, and use of interdisciplinary…
Descriptors: Active Learning, Classroom Techniques, College Instruction, College Science
