CBE Life Sciences Education
SCIE-ISI SCOPUS (2006-2025)
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)
Phân tích ảnh hưởng
Các bài báo tiêu biểu
Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills
Tập 9 Số 4 - Trang 435-440 - 2010
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 Objectives...
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
Tập 14 Số 2 - Trang ar15 - 2015
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
exams in a l...
Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors
Tập 11 Số 2 - Trang 187-199 - 2012
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 classes they...
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
Tập 13 Số 2 - Trang 265-284 - 2014
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
học. Trong...
A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists
Tập 15 Số 3 - Trang ar29 - 2016
Mounting 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 distort the...
Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers
Tập 14 Số 2 - Trang ar24 - 2015
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
developed a...
Short Lesson Plan Associated with Increased Acceptance of Evolutionary Theory and Potential Change in Three Alternate Conceptions of Macroevolution in Undergraduate Students
Tập 11 Số 2 - Trang 152-164 - 2012
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 three
alt...
Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students
Tập 18 Số 2 - Trang ar24 - 2019
Metacognitive 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
assignment fo...
Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course
Tập 12 Số 3 - Trang 542-552 - 2013
Phylogenetic 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 help st...