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CBE Life Sciences Education

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https://www.readbyqxmd.com/read/27909030/the-college-science-learning-cycle-an-instructional-model-for-reformed-teaching
#1
Michelle Withers
Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909029/do-we-need-to-design-course-based-undergraduate-research-experiences-for-authenticity
#2
Susan Rowland, Rhianna Pedwell, Gwen Lawrie, Joseph Lovie-Toon, Yu Hung
The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how "authentic" science education is defined. In this paper we present our definition of authenticity as it applies to an "authentic" large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909028/teaching-about-water-relations-in-plant-cells-an-uneasy-struggle
#3
Lilianna Malińska, Eliza Rybska, Ewa Sobieszczuk-Nowicka, Małgorzata Adamiec
University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students' conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909027/perceived-challenges-in-primary-literature-in-a-master-s-class-effects-of-experience-and-instruction
#4
Richard Lie, Christopher Abdullah, Wenliang He, Ella Tour
Primary literature offers rich opportunities to teach students how to "think like a scientist," but the challenges students face when they attempt to read research articles are not well understood. Here, we present an analysis of what master's students perceive as the most challenging aspects of engaging with primary literature. We examined 69 pairs of pre- and postcourse responses from students enrolled in a master's-level course that offered a structured analysis of primary literature. On the basis of these responses, we identified six categories of challenges...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909026/student-buy-in-to-active-learning-in-a-college-science-course
#5
Andrew J Cavanagh, Oriana R Aragón, Xinnian Chen, Brian Couch, Mary Durham, Aiyana Bobrownicki, David I Hanauer, Mark J Graham
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909025/making-the-grade-using-instructional-feedback-and-evaluation-to-inspire-evidence-based-teaching
#6
Peggy Brickman, Cara Gormally, Amedee Marchand Martella
Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909024/toward-high-school-biology-helping-middle-school-students-understand-chemical-reactions-and-conservation-of-mass-in-nonliving-and-living-systems
#7
Cari F Herrmann-Abell, Mary Koppal, Jo Ellen Roseman
Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909023/characterizing-student-perceptions-of-and-buy-in-toward-common-formative-assessment-techniques
#8
Kathleen R Brazeal, Tanya L Brown, Brian A Couch
Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909022/development-and-evaluation-of-the-tigriopus-course-based-undergraduate-research-experience-impacts-on-students-content-knowledge-attitudes-and-motivation-in-a-majors-introductory-biology-course
#9
Jeffrey T Olimpo, Ginger R Fisher, Sue Ellen DeChenne-Peters
Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909021/step-by-step-biology-undergraduates-problem-solving-procedures-during-multiple-choice-assessment
#10
Luanna B Prevost, Paula P Lemons
This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909020/the-design-and-transformation-of-biofundamentals-a-nonsurvey-introductory-evolutionary-and-molecular-biology-course
#11
Michael W Klymkowsky, Jeremy D Rentsch, Emina Begovic, Melanie M Cooper
Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students' ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909019/collaborative-learning-in-higher-education-evoking-positive-interdependence
#12
Karin Scager, Johannes Boonstra, Ton Peeters, Jonne Vulperhorst, Fred Wiegant
Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909018/does-the-room-matter-active-learning-in-traditional-and-enhanced-lecture-spaces
#13
Jon R Stoltzfus, Julie Libarkin
SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909017/early-environmental-field-research-career-exploration-an-analysis-of-impacts-on-precollege-apprentices
#14
Susan K Flowers, Katherine M Beyer, Maria Pérez, Donna B Jeffe
Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station-based research teams...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27909016/using-student-writing-and-lexical-analysis-to-reveal-student-thinking-about-the-role-of-stop-codons-in-the-central-dogma
#15
Luanna B Prevost, Michelle K Smith, Jennifer K Knight
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27881446/practical-strategies-for-collaboration-across-discipline-based-education-research-and-the-learning-sciences
#16
Melanie Peffer, Maggie Renken
Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27881445/fostering-21st-century-evolutionary-reasoning-teaching-tree-thinking-to-introductory-biology-students
#17
Laura R Novick, Kefyn M Catley
The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27856556/mixed-methods-design-in-biology-education-research-approach-and-uses
#18
Abdi-Rizak M Warfa
Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27856555/rasch-analysis-for-instrument-development-why-when-and-how
#19
William J Boone
This essay describes Rasch analysis psychometric techniques and how such techniques can be used by life sciences education researchers to guide the development and use of surveys and tests. Specifically, Rasch techniques can be used to document and evaluate the measurement functioning of such instruments. Rasch techniques also allow researchers to construct "Wright maps" to explain the meaning of a test score or survey score and develop alternative forms of tests and surveys. Rasch techniques provide a mechanism by which the quality of life sciences-related tests and surveys can be optimized and the techniques can be used to provide a context (e...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27856554/a-guide-for-graduate-students-interested-in-postdoctoral-positions-in-biology-education-research
#20
Melissa L Aikens, Lisa A Corwin, Tessa C Andrews, Brian A Couch, Sarah L Eddy, Lisa McDonnell, Gloriana Trujillo
Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead...
2016: CBE Life Sciences Education
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