Thursdays, 9:00-10:00 a.m.
The Science Teaching Journal Club invites you to participate in our tenth year of weekly gatherings! Our meetings feature lively, structured discussions of books, articles from the science teaching research literature, and periodic small-scale teaching experiments. We welcome participants from all ranks and disciplines to join the whole series or stop by for a specific conversation. This group provides a wonderful space to learn about, discuss and develop new ideas about teaching.
UO Senate legislation requires that each Core Education course incorporate two of four Methods of Inquiry: critical thinking, creative thinking, written communication, and ethical reflection. This fall in Journal Club we will spend most of our time on articles that help us understand what each of these skills might look like in a science context and that provide ideas on how to incorporate them into our classes. Developing these skills is important beyond Core Ed too, so please join us no matter what classes you teach!
Questions? Please contact Julie Mueller (firstname.lastname@example.org).
Looking forward to seeing you,
Julie and Austin
Tentative schedule of readings:
|Week 1||Oct. 3||Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 201821936. https://doi.org/10.1073/pnas.1821936116|
|Week 2||Oct. 10||Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. Proceedings of the National Academy of Sciences, 112(36), 11199-11204. https://doi.org/10.1073/pnas.1505329112|
|Week 3||Oct. 17||Lazenby, K., Rupp, C. A., Brandriet, A., Mauger-Sonnek, K., & Becker, N. M. (2019). Undergraduate Chemistry Students’ Conceptualization of Models in General Chemistry. Journal of Chemical Education, 96(3), 455-468. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00813|
|Week 4||Oct. 24||DeHaan, R. L. (2009). Teaching creativity and inventive problem solving in science. CBE—Life Sciences Education, 8(3), 172-181. https://doi.org/10.1187/cbe.08-12-0081|
|Week 5||Oct. 31||Taylor, J. L., Smith, K. M., van Stolk, A. P., & Spiegelman, G. B. (2010). Using invention to change how students tackle problems. CBE—Life Sciences Education, 9(4), 504-512. https://doi.org/10.1187/cbe.10-02-0012|
|Week 6||Nov. 7||Laybourn, P. J., Brisch, E., Wallace, A. M., & Balgopal, M. M. (2019). Adapting Writing Assignments on Socioscientific Issues for Large-Enrollment Introductory Cell Biology Courses. The American Biology Teacher, 81(7), 513-519.|
|Week 7||Nov. 14|
Dounas-Frazer, D. R., & Reinholz, D. L. (2015). Attending to lifelong learning skills through guided reflection in a physics class. American Journal of Physics, 83(10), 881-891. https://doi.org/10.1119/1.4930083
|Week 8||Nov. 21||Explore ethical decision making materials available from Santa Clara University’s Markkula Center for Applied Ethics (https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/), especially the Ethical Decision Making Framework.|
|Week 9||Nov. 28||Thanksgiving – No Journal Club|
|Week 10||Dec. 5||Coppola, B. P., Plough, I. C., & Sun, H. (2019). Purple Dragons and Yellow Toadstools a Versatile Exercise for Introducing Students to Negotiated Consensus. Science and engineering ethics, 1-9. https://doi.org/10.1007/s11948-019-00088-1|