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Full-Text Articles in Education
Invigorating Seventh-Day Adventist Science Education With Chemical Knowledge Of God's Creation, Ryan T. Hayes, D. David Nowack
Invigorating Seventh-Day Adventist Science Education With Chemical Knowledge Of God's Creation, Ryan T. Hayes, D. David Nowack
Faculty Publications
No abstract provided.
Understanding And Cultivating Mathematical Resilience In Students, Anthony Bosman, Adam Heck
Understanding And Cultivating Mathematical Resilience In Students, Anthony Bosman, Adam Heck
Faculty Publications
No abstract provided.
Design And Catastrophe: 51 Scientists Explore Evidence In Nature, Gordon J. Atkins
Design And Catastrophe: 51 Scientists Explore Evidence In Nature, Gordon J. Atkins
Faculty Publications
Review of
L. James Gibson, Ronny Nalin, and Humberto M. Rasi, eds. Design and Catastrophe: 51 Scientists Explore Evidence in Nature (Berrien Springs, Mich.: Andrews University Press, 2021). ISBN: 9781940980305 (Print). 240 pages (Hardback), US$24.99.
The Role Of Resilience In The Stem Identities Of Post-Secondary Students: A Qualitative Metasynthesis, Karen Benn Marshall, Sylvia M. James
The Role Of Resilience In The Stem Identities Of Post-Secondary Students: A Qualitative Metasynthesis, Karen Benn Marshall, Sylvia M. James
Faculty Publications
The purpose of this qualitative metasynthesis is to explore the relationship between science, technology, engineering, and mathematics (STEM) identity and resilience in racially and ethnically diverse post-secondary students. This study identifies experiences that impact STEM identity development in diverse undergraduate and graduate students. The results of a constant targeted comparison (an analytical technique not often used in educational studies) between STEM identity and student resilience suggests that STEM identity contributes to resilience in diverse students. Findings suggest that common adverse experiences that may impact racially and ethnically diverse students can be overcome in the presence of a well-developed STEM identity. …
When We Grade Students’ Proofs, Do They Understand Our Feedback?, Robert C. Moore, Martha Byrne, Sarah Hanusch, Timothy Fukawa-Connelly
When We Grade Students’ Proofs, Do They Understand Our Feedback?, Robert C. Moore, Martha Byrne, Sarah Hanusch, Timothy Fukawa-Connelly
Faculty Publications
Instructors often write feedback on students’ proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor’s intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on four written proofs by interpreting and implementing the comments. We analyzed the student’s responses using the categories of corrective feedback for language acquisition, viewing the language of mathematical proof as a register of academic English.
The Common Core State Standards' Mathematical Practices: What Do They Mean For The Adventist Mathematics Classroom?, Marion V. Prince
The Common Core State Standards' Mathematical Practices: What Do They Mean For The Adventist Mathematics Classroom?, Marion V. Prince
Faculty Publications
A nationwide state-sponsored curriculum for mathematics and language arts will soon be implemented in public schools across the United States. This will also include a new system for assessing students’ mastery of the curriculum. The main focus of this article is what mathematics teachers will need to do to adapt their instruction because of the coming changes.
Measuring A Circle: A Math Lesson For Grades 5-10, Robert C. Moore
Measuring A Circle: A Math Lesson For Grades 5-10, Robert C. Moore
Faculty Publications
This article is designed to promote teaching methods that engage students in active learning and result in deep conceptual understanding by offering a sample lesson to help students (grades 5-10, ages 10-15) answer questions about and gain a deeper understanding of how to measure the circumference and area of a circle.
Incorporating Case Studies Into An Undergraduate Genetics Course, Marlene Murray
Incorporating Case Studies Into An Undergraduate Genetics Course, Marlene Murray
Faculty Publications
Genetics is considered one of the most challenging courses in the biology curricula at both the secondary and post secondary levels. Case based teaching has been shown to improve student perception and performance outcomes in both non-science and science courses. Thus in an effort to improve outcomes, case studies were integrated into an undergraduate genetics course as a supplement to lecture and replacement to recitation. Student perception and performance when case studies were used was compared to two previous years before the incorporation of case studies. Student course evaluations, pre and post surveys of student knowledge, and exam scores indicated …