Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Algebra (1)
- Biochemistry (1)
- Calculus (1)
- College education (1)
- College-level mathematics (1)
-
- Course-based research experiences (1)
- Domain identification (1)
- Education (1)
- First-year (1)
- First-year students (1)
- High school (1)
- High school mathematics (1)
- Inquiry (1)
- Laboratories (1)
- MathFest (1)
- Motivation (1)
- Physics (1)
- Science major (1)
- Student interest (1)
- Study of science (1)
- Undergraduate (1)
- Undergraduate research (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Life After Calculus: 20 Years Later, Darren B. Glass
Life After Calculus: 20 Years Later, Darren B. Glass
Math Faculty Publications
In 1996 Math Horizons interviewed a group of students at the Joint Mathematics Meetings; now, 20 years later, one of those students, Darren Glass, interviews another group of students.
Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Education Faculty Publications
In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students’ development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain identification and different expectations for their college science experience depending upon whether they were in a biochemistry or physics major. Although neither professor was familiar with research related to the concept of domain identification, their beliefs about their students’ identification and academic support strategies generally aligned with the Osborne and Jones (2011) model …
The Power Of X, Darren B. Glass
The Power Of X, Darren B. Glass
Math Faculty Publications
In his recent book, The Math Myth: And Other STEM Delusions, political scientist Andrew Hacker argues, among other things, that we should not require high school students to take algebra.
Part of his argument, based on data some have questioned, is that algebra courses are a major contributor to students dropping out of high school. He also argues that algebra is nothing more than an "enigmatic orbit of abstractions" that most people will never use in their jobs. [excerpt]
Course-Based Science Research Promotes Learning In Diverse Students At Diverse Institutions, Nancy L. Staub, Lawrence S. Blumer, Christopher W. Beck, Veronique A. Delesalle, Gerald D. Griffin, Robert B. Merritt, Bettye Sue Hennington, Wendy H. Grillo, Gail P. Hollowell, Sandra L. White, Catherine M. Mader
Course-Based Science Research Promotes Learning In Diverse Students At Diverse Institutions, Nancy L. Staub, Lawrence S. Blumer, Christopher W. Beck, Veronique A. Delesalle, Gerald D. Griffin, Robert B. Merritt, Bettye Sue Hennington, Wendy H. Grillo, Gail P. Hollowell, Sandra L. White, Catherine M. Mader
Biology Faculty Publications
Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety …
Finding Relevance, Competence, And Enjoyment: The Development Of Domain Identification And Interest In First-Year Science Majors, Chloe Ruff
Education Faculty Publications
The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors …