Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?

Autor: Thomas J. Bussey, Sherry Seethaler, Adam J. Burgasser, Laura Stevens, John Eggers, Stanley M. Lo, Jeffrey M. Rabin, Haim Weizman

Publikováno v: International Journal of STEM Education, Vol 8, Iss 1, Pp 1-10 (2021)

Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1a46b6f2f23a15722beb1ac110ebbb04
https://doi.org/10.1186/s40594-020-00266-9

Science, Values, and Science Communication: Competencies for Pushing Beyond the Deficit Model

Autor: Sherry Seethaler, John H. Evans, Ramya Rajagopalan, Cathy Gere

Publikováno v: Seethaler, Sherry; Evans, John H; Gere, Cathy; & Rajagopalan, Ramya M. (2019). Science, Values, and Science Communication: Competencies for Pushing Beyond the Deficit Model. Science Communication, 41(3), 378-388. doi: 10.1177/1075547019847484. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/8rp841v3
Science Communication, vol 41, iss 3

The deficit (knowledge transmission) model of science communication is widespread and resistant to change, highlighting the limited influence of science communication research on practice. We argue that scholar–practitioner partnerships are key to

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fcf3781fafe1a656cd67e1f48a468383
http://www.escholarship.org/uc/item/8rp841v3

Five Things Chemists (and Other Science Faculty) Should Know about the Education Research Literature

Autor: Sherry Seethaler

Publikováno v: Journal of Chemical Education. 93:9-12

Faculty are increasingly expected to provide a more student-centered learning experience in their classes, including in large introductory courses. To do this, they may choose from a colorful palette of active learning approaches and tools that have

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::39d43c00d657686c75628be8e13b916e
https://doi.org/10.1021/acs.jchemed.5b00109

Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs

Autor: Marcia C. Linn, Sherry Seethaler

Publikováno v: International Journal of Science Education. 26:1765-1785

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology‐enhanced curriculum about genetically modified food. The curriculum was designed and refined based on

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::601972aa2bc85d4528dd0c438568b516
https://doi.org/10.1080/09500690410001673784

Bridging the Divide Between Science and Education: Lessons From a Fruitful Collaboration

Autor: Randall Souviney, Barbara Sawrey, Jeffrey Remmel, John Czworkowski, Sherry Seethaler

Publikováno v: Journal of College Science Teaching.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::c986cd9325fb7d4d4aa9353b915122d6
https://doi.org/10.2505/4/jcst13_043_01_54