NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Cotner, Sehoya; Ballen, Cissy; Brooks, D. Christopher; Moore, Randy – Journal of College Science Teaching, 2011
Women are underrepresented in most scientific disciplines, with achievement gaps expanding throughout the career trajectory. Gender differences in perceptions of scientific competence are evident at an early age. We examined the extent to which college-level instructor gender affects the confidence of males and females in their scientific…
Descriptors: Role Models, Females, Sciences, Gender Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Bland, Mark W.; Moore, Randy – Journal of College Science Teaching, 2011
To assess current trends of evolution instruction in high schools of the mid-South, we invited Arkansas high school biology teachers from across the state to respond to a survey designed to address this issue. We also asked students enrolled in a freshman-level, nonmajors biology course at a midsize public Arkansas university to recall their…
Descriptors: Evolution, High Schools, Creationism, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Moore, Randy – Journal of College Science Teaching, 2008
In this study, the author examined how attendance in the lab is associated with students' lab grades and overall course grades in an introductory biology course. Results from this study indicate that academic motivation, as expressed by high rates of class attendance, is critical to students' success in introductory science courses. The highest…
Descriptors: Grades (Scholastic), Academic Achievement, Attendance, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Jensen, Philip A.; Moore, Randy – Journal of College Science Teaching, 2008
In this study, the authors analyzed how students' grades in high school biology courses are associated with their predicted and actual grades in college courses. The results of the study revealed a disconnect between high school and college biology courses. High school students are not well-served by high grades in high school courses that are not…
Descriptors: High Schools, Grades (Scholastic), Biology, Prediction
Peer reviewed Peer reviewed
Direct linkDirect link
Moore, Randy; Jensen, Philip A. – Journal of College Science Teaching, 2007
Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior;…
Descriptors: Biology, Introductory Courses, Test Format, Tests
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 2005
On the first day of classes, 81% of students in an introductory biology course claimed that they would submit extra-credit work if given the opportunity. When given two chances for extra-credit work, fewer than one-fourth of students submitted one or both assignments. Students who submitted extra-credit work were more likely to attend class,…
Descriptors: Student Motivation, College Science, Biology, College Freshmen
Peer reviewed Peer reviewed
Hatch, Jay; Jensen, Murray; Moore, Randy – Journal of College Science Teaching, 2005
Instructors used an electronic response system to enhance student-centered learning in large and small college biology classes. The system worked well to engage students in learning the subject matter and to assess their prior knowledge and misconceptions. It provided useful feedback to students as well as instructors. Problems encountered…
Descriptors: Prior Learning, Misconceptions, College Science, Science Teachers
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 2003
Explores the correlation between class attendance and performance in a biology course. Shows that class attendance by most students in nonmajor science classes is influenced by whether they receive points for attending class. Indicates the value of stressing to introductory science students the importance of class attendance to their academic…
Descriptors: Academic Achievement, Attendance, Biology, Higher Education
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 2002
Describes similarities and differences between science and law in terms of truth, validity of facts, objectives, and research designs. Discusses ethical issues in teaching science and law and presents two case studies, Nazi hypothermia research and phosgene. (KHR)
Descriptors: Elementary Secondary Education, Epistemology, Ethics, Moral Values
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 2001
Discusses the historical marginalization of women with claims that they are neither fit for nor interested in careers in science. Describes two cases of the media depiction of a successful female scientist and a high school biology teacher who was involved in the challenge to Arkansas' antievolution laws. (MM)
Descriptors: Evolution, Journalism, Mass Media, Science and Society
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 1994
Discusses the problems associated with poor writing skills among students, means of addressing these problems, and tips for teachers who are considering using writing in their courses. (ZWH)
Descriptors: Biology, College Science, Higher Education, Integrated Activities
Peer reviewed Peer reviewed
Moore, Randy – Journal of College Science Teaching, 1993
Describes a writing-across-the-curriculum course and its application to science courses. Shows how different kinds of writing instruction affect students' learning as well as students' attitudes, understandings, and approach to "writing to learn." (PR)
Descriptors: Biology, College Science, Higher Education, Science Activities