Modeling Epistemological Messaging in College Science Courses — NSF Award to University of Wisconsin-Madison (WI, $499,829)
Some undergraduate students approach science learning as memorizing facts and formulas so they can pass examinations and courses. However, research shows that students' learning is deeper and more meaningful when science is approached as making sense of the world using broader concepts and practices of science. As such
| Award title | Modeling Epistemological Messaging in College Science Courses |
|---|---|
| Award ID | 2452886 |
| Awardee | University of Wisconsin-Madison |
| City | MADISON |
| State | WI |
| Amount obligated | $499,829 |
| Principal investigator | Ryan Stowe |
| Program | ECR-EDU Core Research |
| Start date | 10/01/2025 |
| Abstract | Some undergraduate students approach science learning as memorizing facts and formulas so they can pass examinations and courses. However, research shows that students' learning is deeper and more meaningful when science is approached as making sense of the world using broader concepts and practices of science. As such, improving student learning can involve changing students' understandings of what science learning entails. This project will seek to identify how different aspects of college sci |
| Source | NSF Awards |
$799/mo
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