Science Teaching Journal Club

The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program. Each week we read, discuss, and put into practice an article exploring issues relevant to teaching and learning in college science classrooms.  Participants from across rank and discipline are welcome to join us for the sessions where we intentionally put into practice evidence-based teaching.

Journal Club meets Thursdays at 9 a.m. in LISB 217.

Spring 2019 Journal Club Readings:

This spring the Journal Club will mostly be organized into two-week thematic blocks that will start on a relatively serious note and get lighter as the term progresses. We will begin with papers on student resistance and the damage done by microaggressions and progress to using museums, virtual reality and games to broaden the ways students encounter content. The latter blocks will include opportunities for hands-on experience. We look forward to exploring these topics with you, so please join us!

Week One (4/4):

Seidel, S. B., & Tanner, K. D. (2013). “What if students revolt?”—considering student resistance: origins, options, and opportunities for investigation. CBE—Life Sciences Education, 12(4), 586-595.
https://www.lifescied.org/doi/full/10.1187/cbe-13-09-0190


Week Two (4/11):

Note: We will meet in 417 LISB this week.

Special guest: Kimberly Tanner

Harrison, C., & Tanner, K. D. (2018). Language matters: considering microaggressions in science. CBE—Life Sciences Education, 17(1), fe4. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-01-0011


Week Three (4/18):

Sternberger, A.L., and Wyatt, S.E. (2018). Wikipedia in the Science Classroom. CourseSource. https://doi.org/10.24918/cs.2018.14


Week Four (4/25):

Ramachandran, R., Sparck, E. M., & Levis-Fitzgerald, M. (2019). Investigating the Effectiveness of Using Application-Based Science Education Videos in a General Chemistry Lecture Course. Journal of Chemical Education. https://pubs.acs.org/doi/10.1021/acs.jchemed.8b00777


Week Five (5/2):

Anderson, K. L., Kaden, U., Druckenmiller, P. S., Fowell, S., Spangler, M. A., Huettmann, F., & Ickert-Bond, S. M. (2017). Arctic science education using public museum collections from the University of Alaska Museum: an evolving and expanding landscape. Arctic Science, 3(3), 635-653. https://www.nrcresearchpress.com/doi/10.1139/as-2017-
0010#.XJUeCxNKhbg


Week Six (5/9):

Hands on: Visit Museum of Natural and Cultural History with Sam Hopkins and Edward Davis


Week Seven (5/16):

Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785-797. http://dx.doi.org/10.1037/edu0000241


Week Eight (5/23):

Hands on: Virtual reality with Dean Walton in the Price Science Commons & Research Library


Week Nine (5/30):

Coil, D. A., Ettinger, C. L., & Eisen, J. A. (2017). Gut Check: The evolution of an educational board game. PLoS biology, 15(4), e201984. https://doi.org/10.1371/journal.pbio.2001984

Review this list of games to use in the classroom: https://boardgamegeek.com/geeklist/212891/board-games-physics-classroom


Week Ten (6/6):

Hands on: Games to teach science

Brydges, S., & Dembinski, H. E. (2019). Catalyze! Lowering the Activation Barriers to Undergraduate Students’ Success in Chemistry: A Board Game for Teaching Assistants. Journal of Chemical Educationhttps://pubs.acs.org/doi/10.1021/acs.jchemed.8b00544