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 consider how to implement ideas from an article or book that explores issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these sessions, which we use to model evidence-based teaching practices.

Thursdays at 9 a.m.
In person: LISB 217 OR
Zoom: https://uoregon.zoom.us/j/369256082

Questions? Please contact Julie Mueller (jmueller@uoregon.edu)

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Fall 2021 Journal Club Readings

Science literacy is more important than ever as we face COVID, climate change, and other challenges. A scientifically literate person must possess knowledge and skills in a variety of areas, such as information and visual literacies, numeracy, and more. Join us this term in the science teaching journal club as we explore these and other aspects of science literacy and examine strategies for teaching them to our students, non-science majors and science majors alike. 

Tentative Schedule:

Week Reading
Week One (9/30)

Chapter 2: Science Literacy and Health Literacy: Rationales, Definitions, and Measurement, in

National Academies of Sciences, Engineering, and Medicine. (2016). Science literacy: Concepts, contexts, and consequences. https://www.ncbi.nlm.nih.gov/books/NBK396086/

Week Two (10/7)
Engledowl, C., & Weiland, T. (2021). Data (Mis) representation and COVID-19: Leveraging Misleading Data Visualizations for Developing Statistical Literacy Across Grades 6–16. Journal of Statistics and Data Science Education, 1-5. https://doi.org/10.1080/26939169.2021.1915215
Week Three (10/14)

Krejci, S. E., Ramroop-Butts, S., Torres, H. N., & Isokpehi, R. D. (2020). Visual literacy intervention for improving undergraduate student critical thinking of global sustainability issues. Sustainability, 12(23), 10209. https://www.mdpi.com/2071-1050/12/23/10209

Week Four (10/21)

Kjelvik, M. K., & Schultheis, E. H. (2019). Getting messy with authentic data: Exploring the potential of using data from scientific research to support student data literacy. CBE—Life Sciences Education, 18(2), es2. https://www.lifescied.org/doi/full/10.1187/cbe.18-02-0023

Week Five (10/28)

Breakstone, J., Smith, M., Connors, P., Ortega, T., Kerr, D., & Wineburg, S. (2021). Lateral reading: College students learn to critically evaluate internet sources in an online course. Harvard Kennedy School Misinformation Review. https://doi.org/10.37016/mr-2020-56

Also check out UO Libraries' Annie Zeidman-Karpinski's list of useful information literacy resources.

Week Six (11/4) Aubrecht, K. B. (2020). Information Literacy and Science Communication in Undergraduate Courses That Connect Chemistry to Sustainability. In Chemistry Education for a Sustainable Society Volume 2: Innovations in Undergraduate Curricula (pp. 1-14). American Chemical Society. https://pubs.acs.org/doi/full/10.1021/bk-2020-1345.ch001
Week Seven (11/11) Veteran's Day - No Journal Club
Week Eight (11/18) Peters, E., Shoots-Reinhard, B., Tompkins, M. K., Schley, D., Meilleur, L., Sinayev, A., ... & Crocker, J. (2017). Improving numeracy through values affirmation enhances decision and STEM outcomes. PloS one, 12(7), e0180674. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180674
Week Nine (11/25) Thanksgiving - No Journal Club
Week Ten (12/2) Dauer, J. M., Lute, M., & Straka, O. (2017). Indicators of informal and formal decision-making about a socioscientific issue. International Journal of Education in Mathematics, Science and Technology, 5(2), 124-138. https://ijemst.net/index.php/ijemst/article/view/114