CBE Life Sciences Education
SCIE-ISI SCOPUS (2006-2023)
1931-7913
1931-7913
Mỹ
Cơ quản chủ quản: AMER SOC CELL BIOLOGY , American Society for Cell Biology
Lĩnh vực:
EducationBiochemistry, Genetics and Molecular Biology (miscellaneous)
Các bài báo tiêu biểu
Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational O... ... hiện toàn bộ
Tập 9 Số 4 - Trang 435-440 - 2010
Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?
Tập 9 Số 1 - Trang 10-16 - 2010
Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exa... ... hiện toàn bộ
Tập 14 Số 2 - Trang ar15 - 2015
Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of cla... ... hiện toàn bộ
Tập 11 Số 2 - Trang 187-199 - 2012
Phát triển và Xác thực Bảng Tiêu chí Đánh giá Kiến thức và Khó khăn Đối với Thiết kế Thí nghiệm của Sinh viên Dịch bởi AI Việc dạy sinh viên về thiết kế thí nghiệm là rất cần thiết, vì điều này giúp nâng cao hiểu biết sâu sắc của họ về cách hầu hết các kiến thức sinh học được hình thành và cung cấp cho họ công cụ để thực hiện các nghiên cứu của riêng mình. Mặc dù tầm quan trọng của lĩnh vực này, thật ngạc nhiên khi rất ít điều được biết về những gì sinh viên thực sự học từ việc thiết kế các thí nghiệm sinh h... ... hiện toàn bộ
Tập 13 Số 2 - Trang 265-284 - 2014
A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life ScientistsMounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases dis... ... hiện toàn bộ
Tập 15 Số 3 - Trang ar29 - 2016
Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we de... ... hiện toàn bộ
Tập 14 Số 2 - Trang ar24 - 2015
Short Lesson Plan Associated with Increased Acceptance of Evolutionary Theory and Potential Change in Three Alternate Conceptions of Macroevolution in Undergraduate Students Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified ... ... hiện toàn bộ
Tập 11 Số 2 - Trang 152-164 - 2012
Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology StudentsMetacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assig... ... hiện toàn bộ
Tập 18 Số 2 - Trang ar24 - 2019
Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology CoursePhylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to... ... hiện toàn bộ
Tập 12 Số 3 - Trang 542-552 - 2013