WINTER 2015 Teaching Journal Club

Jump to Week number 1, 2, 3, 4, 5, 6, 7, 8, 9, or 10

Happy New Year!

The Science Literacy Teaching Journal Club is a cooperative effort of the Teaching Effectiveness Program and the Science Literacy Program. Meetings feature lively, structured discussions across discipline and rank with occasional small-scale teaching experiments. Participants from all disciplines are invited to join the whole series or stop by for a specific conversation. All sessions will be held in 317 LISB (Lewis Integrated Sciences Building).

  • Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
  • Friday 12:00pm in LISB 317 facilitated by Elly Vandegrift, SLP

We look forward to seeing you there!
Elly and Julie


Week 1 – January 8 and 9

For Thursday, we will read the Forward, Preface, How to Use This Book, and Chapter 1 (pgs vii-7) as well as Appendix C – Research Involving Human Subjects (pgs 90-93) from the bookDiscipline-Based Education Research (Slater, Slater, & Bailey, 2011). 

The book is no longer available directly from the publisher. We have ordered copies from the Duck Store. Please contact scilit@uoregon.edu to let us know if you will need a copy so we can ensure that the Duck Store orders sufficient numbers of books. We will send you a PDF for this week’s reading.

For Friday we will read about developing student metacognition.
Tanner, K. D. (2012). Promoting student metacognition. CBE Life Sciences Education, 11(2), 113-20.
http://www.lifescied.org/content/11/2/113.full.pdf+html

Back to Top


Week 2 – January 15 and 16

Thursday and Friday
This week we will read about a teaching practices inventory developed by Carl Wieman who will be visiting the UO in February. More information about his visit will be forthcoming.

Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science. CBE-Life Sciences Education, 13(3), 552-569.
http://www.lifescied.org/content/13/3/552.full.pdf+html

The Discipline-Based Education Research: A Scientist’s View book has not yet arrived. We are working to expedite the process. In the meantime we would like both Thursday and Friday to read the same article.

Back to Top


Week 3 – January 22 and 23

For Thursday, we will investigate some of the quantitative statistical methods used in analysis of DBER data. To prepare, please read Chapter 4: Quantitative Methods from Discipline-Based Education Research: A Scientist’s Guide, by S. J. Slater, T. F. Slater, and J. M. Bailey.

We have decided to select only a few chapters from the book to use in journal club this term, so we have not asked the bookstore to make another attempt to order it. Instead, please contact Julie Mueller or Heather Borland for a PDF copy of this week’s chapter.

For Friday, we will read contrasting accounts of using cell phones in class  Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching44(2).
http://static.nsta.org/files/jcst1402_46.pdf

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education62(3), 233-252.
http://www.tandfonline.com/doi/pdf/10.1080/03634523.2013.767917
Also available here
http://cobweb.cs.uga.edu/~eileen/1730/Readings/ImpactMobilePhoneUsage.pdf

Additional references on classroom cell phone use can be read here Weimer, M. 2012. Students think they can multitask.  Here’s proof they can’t. Faculty Focus Blog.
http://www.facultyfocus.com/articles/teaching-professor-blog/multitasking-confronting-students-with-the-facts/

Back to Top


Week 4 – January 29 and 30

For Thursday, we will continue with our work on Chapter 4: Quantitative Methods from Discipline-Based Education Research: A Scientist’s Guide, by S. J. Slater, T. F. Slater, and J. M. Bailey. Before Thursday, please read about four statistical tests that we will use in our session. Wikipedia seems to have the information you will need for the session.
1. Point-biserial-correlation coefficient for item discrimination
2. Cronbach’s alpha for internal consistency of test questions
3. Gain, normalized student gain, average normalized gain (use this instead of wikipedia
http://www.uccs.edu/lbecker/gainscore.html)
4. T-test


For Friday, we will take a field trip the UO Museum of National and Cultural History to explore ways that the museum could be integrated into a course. Please read two articles and meet at the lobby of the UO MNCH

Chesebrough, D.E. (2014) University-Science Center Partnering in Ohio.
http://www.informalscience.org/perspectives/blog/university-science-center-partnering-in-ohio
(December 15, 2014).

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums.Science Education, 91(1), 75-95.
http://onlinelibrary.wiley.com/store/10.1002/sce.20174/asset/20174_ftp.pdf?v=1&t=i5ed2tda&s=9e0bb660bfde197980dfe0f4e0ef80f567ac1a6b

Back to Top


Week 5 – February 5 and 6

This week for the Science Literacy Teaching Journal Club, both the Thursday and Friday groups will read the same article. To prepare us for Carl Wieman’s visit on Thursday afternoon and Friday we will read the following:

L. Aguilar, G. Walton, and C. Wieman (2014). Psychological insights for improved physics teaching. Physics Today, 67 (5), 43-49.
http://scitation.aip.org/content/aip/magazine/physicstoday/article/67/5/10.1063/PT.3.2383

The Friday meeting is full. If you want to be notified if a seat becomes available, contact the Science Literacy Program.

Back to Top


Week 6 – February 12 and 13

For Thursday, we will discuss Chapter 5: Qualitative and Interpretive Methods Revealing Understanding from Discipline-Based Education Research: A Scientist’s Guide, by S. J. Slater, T. F. Slater, and J. M. Bailey.

For Friday, we will read about how to bring real world relevance into the classroom.
Rowat, A. C., Sinha, N. N., Sörensen, P. M., Campàs, O., Castells, P., Rosenberg, D., … Weitz, D. A. (2014). The kitchen as a physics classroom. Physics Education, 49(5), 512–522. doi:10.1088/0031-9120/49/5/512
http://iopscience.iop.org/0031-9120/49/5/512/pdf/0031-9120_49_5_512.pdf

Back to Top


Week 7 – February 19 and 20

For Thursday, our focus will be on the development of the qualitative methods used to address the research question. While reading the article below, please pay particular attention to those aspects of the paper.

Lukes, L. a., & McConnell, D. a. (2014). What Motivates Introductory Geology Students to Study for an Exam?Journal of Geoscience Education, 62, 725–735. doi:10.5408/13-110.1
http://nagt-jge.org/doi/pdf/10.5408/13-110.1

For Friday, we will read two papers exploring ways to implement demos in the classroom.

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher, 52, 548–551. doi:10.1119/1.4902200
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902200

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher, 52(9).
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902193

Back to Top


Week 8 – February 26 and 27

For Thursday, we will read Chapter 1 “Understanding Action Research” from:
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., New Jersey.

For Friday, we will explore how active learning can support creating an inclusive learning environment.

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

Back to Top


Week 9 – March 5 and 6

For Thursday, we will explore how active learning can support creating an inclusive learning environment.

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

For Friday, we’ll read some practical strategies for increasing active learning.

Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE Life Sciences Education,12(3), 322–331. doi:10.1187/cbe.13-06-0115
http://www.lifescied.org/content/12/3/322.full.pdf+html

Back to Top


Week 10 – March 12 and 13

For Thursday, we will read two pieces to wrap up our assessment discussion this term.
Action Research, SoTL, DBER from University of Nebraska, Lincoln
http://www.unl.edu/dber/action-research-sotl-dber

McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12 (1), 1-7.
http://josotl.indiana.edu/article/download/1971/1935

For Friday, we will read an article from the most recent CBE Life Sciences journal.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education14(1), ar5
http://www.lifescied.org/content/14/1/ar5.full.pdf+html

Back to Top