Identity work in the college science classroom: The cases of two successful latecomers to science

Author: Phoebe Jackson and Seiler, G | Source: Science Education | Year: 2017

I am smart enough to study postsecondary science: A critical discourse analysis of latecomers’ identity construction in an online forum

Author: Phoebe Jackson and Seiler, G. | Source: Cultural Studies of Science Education, 13, 761–784 | Year: 2018

Science identity trajectories of latecomers to science in college

Author: Phoebe Jackson and Seiler, G. | Source: Journal of Research in ScienceTeaching, 50(7), 826–857 | Year: 2013

EducART Project: Art, Science & Perception

Author: Lima, J. | Source: Montreal Museum of Fine Arts | Year: 2017

Successful Science and Engineering teaching: Theoretical and learning perspectives

Author: Kalman, C. S. | Source: Springer Publisher | Year: 2018

Flipped classroom in organic chemistry has significant effect on students’ grades

Author: Caroline Cormier and Voisard, B | Source: Frontiers ICT | Year: 2018

What types of instructional shifts do students experience? Investigating active learning in Science, Technology, Engineering, and Math classes across key transition points from middle school to the university level

Author: Akiha, K., Brigham, E., Couch, B. A., Lewin, J., Stains, M., Stetzer, M. R., Vinson, E. L. and Smith, M. K. | Source: Frontiers in Education | Year: 2108

Challenge of helping introductory Physics students transfer their learning by engaging with a self-paced learning tutorial

Author: Marshman, E. M., DeVore, S. and Singh, C. | Source: Frontiers in ICT | Year: 2018

Use of a social annotation platform for pre-class reading assignments in a flipped introductory Physics class

Author: Kelly Miller, Lukoff, B., King, G. and Mazur, E. | Source: Frontiers in Education | Year: 2018