Science Education Literature
If you want to learn more about the exciting world of Scholarship of Teaching and Learning, and its sub-discipline Science Education Research, you can start with the following online course:
The course draws on the expertise of experienced STEM faculty, educational researchers, and staff from university teaching centres. Many of them are affiliated with the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of research universities collaborating in the preparation of STEM graduate students and post-docs as future faculty members.
Another great way to start is by exploring our Science Education Literature Database! From active learning to Massive Open Online Courses, there are lots of topics within Science Education that might be relevant to your own teaching and learning practices.
LaCosse, J., Ainsworth, S. E., Shepherd, M. A., Ent, M., Klein, K. M., Holland-Carter, L. A., Moss, J. H., Licht, M., & Licht, B. (2017). An active-learning approach to fostering understanding of research methods in large classes. Teaching of Psychology, 44(2), 117-123. https://doi.org/10.1177/0098628317692614
In this large-scale study students were actively engaged in a research project using a “highly structured active-learning program” (p. 118) to augment the understanding of research methods in a large psychology course. The study involved seven classes with two taught by the same instructor. The nonintervention class (N=111) received traditional teaching while the intervention class (N=174) was enhanced with a series of assignments spread out over the semester. Results indicate that students who received intervention performed significantly better on the end of semester quiz. The authors highlight the feasibility of including a research project assignment in a large lecture class.
Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell Biology Education, 4(4), 262-268. DOI 10.1187/cbe.05-08-0113 http://www.lifescied.org/content/4/4/262.full.pdf+html
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. DOI 10.1126/science.1201783 http://science.sciencemag.org.login.ezproxy.library.ualberta.ca/content/332/6031/862
Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415. DOI 10.1073/pnas.1319030111 http://www.pnas.org/content/111/23/8410
Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/40214287?seq=1#page_scan_tab_contents
Crouch, C. & Mazur, E. (2001). Peer Instruction: ten years of experience and results. American Journal of Physics, 69(9), 970-977. DOI 10.1119/1.1374248
Miller, K., Schell, J., Ho, A., Lukoff, B. & Mazur, E. (2015). Response switching and self-efficacy in peer instruction classrooms. Physics Education Research, 11(1), 010104-1(8). DOI 10.1103/PhysRevSTPER.11.010104
Nicol, D., Thomson, A., Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122.
Problem Based Learning
Flynn, A. & Biggs, R. (2012) The development and implementation of a problem-based learning format in a fourth-year undergraduate synthetic organic and medicinal chemistry course. Journal of Chemical Education, 89(1), 52-57. DOI 10.1021/ed101041n
Project Based Learning
Robinson, J. (2013) Project-based learning: improving student engagement and performance in the laboratory. Analytical and Bioanalytical Chemistry, 405(1), 7-13. DOI 10.1007/s00216-012-6473-x
Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education from the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122. DOI 10.1007/s12528-013-9077-3
Creativity in STEM
DeHaan, R. (2009). Teaching creativity and inventive problem solving in science. CBE – Life Sciences Education, 8(3), 172-181. DOI 10.1187/cbe.08-12-0081
Changing Motivation from Extrinsic to Intrinsic
Keller, J. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model. Participatory Educational Research, 3(2), 1-13. DOI 10.17275/per 16.06.3.2
Ryan, R. , & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. DOI 10.1037/0003-066X.55.1.68
Metacognitive Strategies (Learning to Learn)
Cook, E., Kennedy, E., & McGuire, S. (2013). Effect of teaching metacognitive strategies on performance in general chemistry courses. Journal of Chemical Education, 90(8), 961-967. DOI 10.1021/ed300686h
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107-115. www.ejel.org/issue/download.html?idArticle=581
Khan, Egbue, Palkie, and Madden (2017) identify five factors contributing to quality online learning in higher education. These include interdisciplinary collaboration, accessibility, learning communities, discussion, and effective assessment. Online learning affords the opportunity for perspective taking, dialogue, and self-reflection. Khan et al. (2017) recount numerous articles to deconstruct methods for increasing engagement in online learning. Through relevant articles and course discussion, and self-reflective rubrics to improve accountability, students are likely to become engaged in their online learning. Future research should acknowledge the modification of face-to-face classes towards online learning using the criteria indicated by Khan et al. (2017).
Gasevic, D., Kovanovic, V., Joksimovic, S. & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC research initiative. International Review of Research in Open and Distributed Learning, 15(5), 134-176.
Open Educational Resources (OER)
Nikoi, S., & Armellini, A. (2012). The OER mix in higher education: purpose, process, product, and policy. Distance Education, 33(2), 165-184.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.http://dx.doi.org/10.1016/j.compedu.2014.08.019
Borges, S.D., Durelli, V.H., Reis, H.M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. SAC. DOI:10.1145/2554850.2554956
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php.
Garcia-martinez, J., & Serrano-Torregrosa, E. (2015). Chemistry education: Best practices, opportunities and trends. Retrieved from https://www.library.ualberta.ca/catalog/6797125
Mazur, E. (1997). Peer Instruction: A user’s manual. Retrieved from https://library.ualberta.ca/catalog/2095813
For Faculty & Instructors
For Instructional Designers
For Policy-Makers and Administrators
Faculty Learning Communities
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5-23. DOI: 10.1002/tl.129 http://rdcu.be/xWsV/
Faculty Learning Communities (FLC) are groups of faculty members, educators, and/or staff, who choose to create a supportive, social, and academic space to share and discuss teaching and learning methods and ideas. This paper examines the design, organization, goals, and difficulties of FLCs and considers their importance in establishing mentorship roles for new faculty, building interdisciplinary and interdepartmental relationships, and creating a safe community, especially for at-risk and isolated educators. Further, the author distinguishes between two types of FLCs: Cohort FLC’s which focus on the needs of the members, and Topic FLC’s which are organized around a topic or subject.
Sadler, D. R. (2016). Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education, 41(7), 1081-1099. http://www.tandfonline.com/doi/full/10.1080/02602938.2015.1064858
The relationship among competencies, learning outcomes, and assessment is the focus of this article, with practical recommendations to improve learning evaluation for post-secondary educators. Sadler suggests three approaches meant to ensure that assessment addresses both the summative context-learning and the transferrable higher order thinking skills. The reforms proposed include designing a multitude of highly specific assessment tasks, defining the minimum performance for passing, and refining the balance between formative and summative evaluation. Relevant examples illustrate each reform and are useful for course design and review to better align intended competencies, learning outcomes and the evaluation process.
Wheeler, L. B., Maeng, J. L., Chiu, J. L., & Bell, R. L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching, (4), 463. http://onlinelibrary.wiley.com/doi/10.1002/tea.21373/full
This paper argues that TAs play important roles in the quality of education students receive. It also outlines the importance of professional development (PD) and its impact on student learning. “Results demonstrate that TAs’ content knowledge improved following PD…and students’ content knowledge significantly improved across the semester” (p. 463). The authors suggest professors should use the extensive literature on K-12 PD as it is applicable for higher education TAs. By focusing on PD that explores TAs beliefs, confidence, and practice, professors can help support their TAs’ instructional practice, which subsequently supports their students’ learning.