This paper highlights the design process and implementation for an "all majors" undergraduate course that allows students a chance to reconnect with the natural world. During this course students explore a wide range of biological and physical science based topics that seek to highlight human intervention and our impacts on the planet.…

With the release of the Next Generation Science Standards (NGSS), assessing K-12 science teachers' self-efficacy in Computational Thinking (CT) is an important research gap to study. Bandura defines self-efficacy as awareness of the individual's potential and capabilities to accomplish a goal. Teaching efficacy beliefs is a significant identifier…

The Association of American Colleges and Universities ranks multiple process of science (POS) skills among the top-10 skills employers seek in college graduates. As part of an effort to explore and align the emphasis on POS skills in our science departments, we sought three things: (a) to determine if faculty and students felt enough time was…

The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of…

Diagrams and figures play a central role in science and science education. Research has indicated that, when presented and used properly in a classroom setting, these external representations can contribute to students' understanding of scientific concepts; however, it is apparent that students do not always use, understand, interpret, or value…

In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and…

Case studies pertaining to the health benefits of foods can be particularly effective in engaging students and in teaching core concepts in science (Heidemann and Urquart 2005). This case study focuses on the chemistry of curcumin, the health-promoting ingredient in turmeric. The case was developed to review core concepts in organic chemistry and…

The International Polar Year-Research and Educational Opportunities in Antarctica for Minorities (IPY-ROAM) program was designed to increase minority participation in polar science by immersing participants in an academic program that included a trip to Antarctica. The IPY-ROAM program was focused on increasing public understanding of the polar…

Preservice preparation courses for elementary teachers of science can provide opportunities to build pedagogical content knowledge. One common concern of preservice teachers is how to cope with a preplanned lesson that does not proceed as planned. Providing opportunities for preservice teachers to experience the unexpected actually immerses them…

Points out the problem solving approach differences between experts and beginners' tactics. Recommends introducing new concepts into instruction to induce disequilibrium and force students to make new explanations. Uses chemical equilibrium as an example to explain the metaphor. (YDS)

Explains that, to teach students how to solve problems, defining the problem should be the focus, and the skills to solve the problem should be analyzed. Differentiates between exercises and real problems. (PR)

Describes a format for teaching a large introductory biology course that encourages student preparation prior to class and utilizes problem solving instead of lecturing. (Author/MM)

Reviews work found in the psychology literature on the nine-dot problem and suggests implications of research on insight problems. Insight problems refer to a heterogeneous group of problems that require "flashes of insight" or "leaps of logic" on the part of the solver. (ZWH)

Provide guidelines for teachers to help students develop interpersonal skills. Asserts that an enhancement of these skills will in turn help students develop problem-solving skills. (ZWH)

Presents the opinion that the learning environment of recitation classes can be vastly improved if instructors pay attention to some basic learning principles. Summarizes these learning principles and presents a specific example of their application. (GS)