Introductory College Level Research Articles

Blasphemy in the classroom: in search of microeconomics textbooks for heterodox instructors*

In this review of introductory-level college textbooks for microeconomics we begin with the premise that heterodox economics is to be taken as independent from, and alternative to, the neoclassical mainstream. We argue that pluralistic curricula and pedagogical strategies should reflect this, rather than the too-common relegation of heterodoxy to a critical fringe or to nascent, yet fundamentally consistent, lines of inquiry. After defining common elements that we believe would be essential to a suitable introduction to heterodox economics, we review each of the four textbooks in search of a volume that is not just heretical to neoclassical economics, but truly blasphemous.

Stereotype threat and gender differences in chemistry

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.

A multivariate model of conceptual change

The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra (J Res Sci Teach 48:901–918, 2011) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and conceptual change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students’ motivation, deep cognitive engagement, course grade, and conceptual change. Motivational variables were linked to cognitive engagement, course grade, and conceptual change. Finally, students’ course grade was linked to their conceptual change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed.

Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury

Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

The Electron Transport Chain

This activity provides students an interactive demonstration of the electron transport chain and chemiosmosis during aerobic respiration. Students use simple, everyday objects as hydrogen ions and electrons and play the roles of the various proteins embedded in the inner mitochondrial membrane to show how this specific process in cellular respiration produces ATP. The activity works best as a supplement after you have already discussed the electron transport chain in lecture but can be used prior to instruction to help students visualize the processes that occur. This demonstration was designed for general college biology for majors at a community college, but it could be used in any introductory college-level or advanced placement biology course.

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.

Deconstructing evolution education: The relationship between micro‐ and macroevolution

AbstractWith applications of Tree of Life data becoming ever more prevalent in everyday contexts, tree thinking has emerged as a vital component of scientific literacy. This article reports a study testing the hypothesis that instruction in natural selection, which is the primary focus of US evolution education at the high school and introductory college levels, does little to promote tree‐thinking skills and that explicit instruction in understanding evolutionary tree diagrams is required. Testing this contention required the creation of a novel tree‐thinking assessment and an instructional intervention, both guided by deep knowledge of evolutionary biology and of science education research. College students (N = 124) with weaker versus stronger backgrounds in biology were randomly assigned to control versus instructional conditions and were also assessed for their knowledge of natural selection. Although knowledge of natural selection and ability to engage in tree thinking were correlated, a short instructional booklet that provided a basic introduction to evolutionary trees predicted tree‐thinking success more strongly than did either knowledge of natural selection or previous college coursework in biology. Clearly, tree thinking and natural selection are dissociable constructs that must both be taught for students to grasp the full gamut of evolutionary patterns and processes. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 759–788, 2014

Organic Chemistry in Action! Developing an Intervention Program for Introductory Organic Chemistry To Improve Learners’ Understanding, Interest, and Attitudes

The main areas of difficulty experienced by those teaching and learning organic chemistry at high school and introductory university level in Ireland have been identified, and the findings support previous studies in Ireland and globally. Using these findings and insights from chemistry education research (CER), the Organic Chemistry in Action! (OCIA!) program was developed. OCIA! is an evidence-based program designed to facilitate the teaching and learning of high school and introductory undergraduate organic chemistry. The purpose of this program is to improve learners’ attitudes towards, interest in, and understanding of organic chemistry. The development and implementation of the OCIA! program has proven that the findings from CER can be effectively implemented into high school classrooms, working within the constraints of a prescribed curriculum. It is hoped that the ideas and approaches taken in the OCIA! program can be adapted for use at high school and introductory undergraduate organic chemistry ...

The Influence of Approach and Avoidance Goals on Conceptual Change

ABSTRACTRecently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students’ conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory.

Charting an Alternate Pathway to Reaction Orders and Rate Laws in Introductory Chemistry Courses

Reaction kinetics is an axiomatic topic in chemistry that is often addressed as early as the high school course and serves as the foundation for more sophisticated conversations in college-level organic, physical, and biological chemistry courses. Despite the fundamental nature of reaction kinetics, students can struggle with transforming their corpuscular reaction concepts into mathematical rate models. Here, we describe an approach to teaching rate laws at the introductory college level that draws upon model-based reasoning as the pedagogical underpinning. Collision theory, graphical analysis of kinetics plots, and transformations between concentration/time and rate/concentration representations are used to facilitate the growth in understanding about rate laws and reaction mechanisms. The learning outcome expected by the conclusion of the instructional sequence is the ability to collect and analyze kinetic data to determine reaction orders and rate laws using mathematical concepts familiar to students just beginning a course sequence in calculus. While the ideas that are discussed in this paper focus on kinetics principles as they might be presented in undergraduate general chemistry courses, we believe they would also prove useful at the advanced high school level.

Achievement Motivation for Introductory College Biology

In this paper the results of a simultaneous regression analysis concerning achievement motivation for introductory college biology are presented. A total of 287 undergraduates enrolled in introductory-level college biology courses participated in this study. Participants completed a survey consisting of items from the Motivated Strategies for Learning Questionnaire, demographic information, and academic achievement. Results indicate that 68% of the variation in biology students’ achievement can be explained by a combination of motivational constructs, intrinsic goals, extrinsic goals, task value, control beliefs, self-efficacy, and test anxiety; with self-efficacy being the strongest predictor. Implications and future directions are discussed.

Grass Seed Structure and Seedling Emergence

When growing native perennial grasses for traditional range and pasture or for advanced biomass energy systems, it is helpful to understand the role seed structure plays in its establishment. This activity discusses both seed structure and seedling emergence in monocots. Through active learning elements, photos, and text, students will discover the basic anatomy of seeds and the function of each structure. The process of seedling emergence is presented in detail including the difference between emergence in cool and warm season grasses. Questions to test student understanding are placed throughout the activity.The education material is designed for introductory level college students and is also useful for extension education.

Removing the entropy from the definition of entropy: clarifying the relationship between evolution, entropy, and the second law of thermodynamics

Misinterpretations of entropy and conflation with additional misunderstandings of the second law of thermodynamics are ubiquitous among scientists and non-scientists alike and have been used by creationists as the basis of unfounded arguments against evolutionary theory. Entropy is not disorder or chaos or complexity or progress towards those states. Entropy is a metric, a measure of the number of different ways that a set of objects can be arranged. Herein, we review the history of the concept of entropy from its conception by Clausius in 1867 to its more recent application to macroevolutionary theory. We provide teachable examples of (correctly defined) entropy that are appropriate for high school or introductory college level courses in biology and evolution. Finally, we discuss the association of these traditionally physics-related concepts to evolution. Clarification of the interactions between entropy, the second law of thermodynamics, and evolution has the potential for immediate benefit to both students and teachers.

Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

Color-Removal by Microorganisms Isolated from Human Hands

Microorganisms are essential for human life. Microorganisms decompose the carbon compounds in dead animals and plants and convert them into carbon dioxide. Intestinal bacteria assist in food digestion. Some vitamins are produced by bacteria that live in the intestines. Sewage and industrial wastewater are treated by activated sludge composed of microbial communities. All of these are due to the ability of microbes to produce many enzymes that can degrade chemicals. How do teachers make students understand that microorganisms are always associated with humans, and that microorganisms have the ability to degrade chemicals? The presence of microorganisms on humans can be shown by incubating agar plates after they are touched by the hands of students. The ability of microorganisms to degrade chemicals can be shown by an analytical measurement of the degradation of chemicals. When the chemicals are dyes (colorants) in water, microbial activity on degradation of dyes can be demonstrated by observing a decreasing degree of color as a result of the enzymatic activity (e.g., azoreductase). Dyes are widely used in the textile, food, and cosmetic industries. They are generally resistant to conventional biological wastewater treatment systems such as the activated sludge process (4). The discharge of wastewater containing dye pollutes surface water. The ability of microorganisms to decolorize and degrade dyes has been widely investigated to use for bioremediation purposes (5). The goal of this tip is to understand the presence of bacteria on human skin and the ability of bacteria to degrade colorant chemicals (decolorization). In this tip, students first cultivate and isolate bacteria on their hands, and then examine potential decolorization activity of each bacterium by observing the degree of color of the liquid in tubes in which bacteria isolated from students’ hands were inoculated. Decolorization activity of bacterial isolates from human skin has been reported recently (6). To date this author has frequently obtained colorant-degrading bacterial isolates from human hands as a result of work on a scientific education project. This tip does not require analytical measurements. Students can examine a number of bacterial isolates simultaneously. Therefore, it is appropriate for high school and introductory level college courses.

Exploring Uncertainty with Projectile Launchers

The proper choice of a measurement technique that minimizes systematic and random uncertainty is an essential part of experimental physics. These issues are difficult to teach in the introductory laboratory, though. Because most experiments involve only a single measurement technique, students are often unable to make a clear distinction between random and systematic uncertainties, or to compare the uncertainties associated with different techniques. In this paper, we describe an experiment suitable for an introductory college-level (or advanced high school) course that uses velocity measurements to clearly show students the effects of both random and systematic uncertainties.

Ballistic motion of dust particles in the Lunar Roving Vehicle dust trails

We have selected video images from the Apollo 16 mission and analyzed the motion of dust clouds kicked up by the wheels of the Lunar Roving Vehicle (LRV). Applying the equations of ballistic motion, we estimate both the velocity of the dust and the gravitational field strength at the lunar surface. From measurements of the rotation of an LRV wheel, we estimate the speed of the LRV. Such exercises can be useful when discussing ballistic trajectories and angular motion in a high school or introductory level college physics class.

Leading by Example: A Case Study of Peer Leader Programs at Two Achieving the Dream Colleges

This report draws on the experiences of two Massachusetts community colleges that employed academically successful students to serve as peer leaders. The Achieving the Dream initiative supports colleges’ investments in the resources and personnel needed to make desired institution-wide changes. As part of the initiative, Northern Essex Community College has used Supplemental Instruction Leaders, and Bunker Hill Community College has used Peer Mentors in order to strengthen student success and promote institutional improvement efforts.Both colleges chose to implement peer leader programs in developmental (remedial) and gatekeeper (introductory college-level) courses that have historically been difficult for many students to pass. This report describes recruitment, training, activities, and costs related to developing these peer leader programs as well as how peer leaders worked with students and faculty inside the classroom. Students, peer leaders, faculty, and administrators offered perspectives in focus groups and interviews during the 2010-2011 academic year. Key findings include the following:--Peer leaders at both colleges offered additional academic assistance to students by introducing and reinforcing lessons covered in class and by helping their faculty partners facilitate classroom activities.--Program staff and faculty members recruited and selected peer leaders with strong academic and interpersonal skills. However, specific peer leader tasks and functions inside and outside the classroom varied based on how assigned faculty members agreed to have peer leaders work with students.--Students in peer-assisted courses generally felt that they benefited from receiving peer leaders’ guidance and support, and they appreciated that this guidance and support was provided by fellow students.--Both colleges have expanded their peer leader programs across sections and disciplines, prompting them to establish more program standards and articulate more practices. College administrators generally considered the programs affordable and cost-effective.The development of peer leader programs at Northern Essex and Bunker Hill reveals innovative ways in which colleges can enhance student learning and engagement in community college classrooms. Over the past years, both colleges have carefully implemented and expanded peer leader programs for students in need of extra support. Peer leaders provide a unique perspective for students and have the ability to create a learning environment unlike that of the typical instructor-student relationship. Community colleges interested in creating or expanding their own peer leader programs may find lessons in the theoretical, operational, and fiscal challenges and considerations that marked the implementation of the two programs discussed in this report.

The Effectiveness of Distance Education across Virginia's Community Colleges: Evidence from Introductory College-Level Math and English Courses

Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects. Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools.

Using “Think-Alouds” to Understand Variations in Political Thinking

One of the most important skills students can learn is how to use multiple, conflicting sources of information to formulate and defend positions on political issues. However, when we assign students to do this, all instructors see is the final product. Not knowing the process by which students do these assignments makes it difficult to help them perform the task better. I report on “think-alouds” done with upper-level political science majors and with introductory-level college students. Students use multiple articles about capital punishment to help them form/refine and defend their arguments about capital punishment. They do this while “thinking out loud” as they engage in the task. My results suggest that experts make more connections between sources and more effectively argue with the sources; knowing this will help me better scaffold this assignment to support novice students. I conclude by discussing possible future directions for work on the learning of political information skills.