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Full-Text Articles in Life Sciences
Recent Research In Science Teaching And Learning, Sarah L. Eddy
Recent Research In Science Teaching And Learning, Sarah L. Eddy
Stem Transformation Institute
The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring what researchers actually mean when they talk about relevance; one describing the relationships between instructor mindset about intelligence and performance gaps in the classroom; and the last describing a novel short intervention to reduce student’s perceptions of costs.
Defining And Measuring Students’ Interest In Biology: An Analysis Of The Biology Education Literature, Ashley A. Rowland, Eva Knekta, Sarah L. Eddy, Lisa A, Corwin
Defining And Measuring Students’ Interest In Biology: An Analysis Of The Biology Education Literature, Ashley A. Rowland, Eva Knekta, Sarah L. Eddy, Lisa A, Corwin
Stem Transformation Institute
Understanding how students develop biology interests and the roles interest plays in biology contexts could help instructors and researchers to increase science, technology, engineering, and mathematics students’ motivation and persistence. However, it is currently unclear how interest has been defined or measured in the biology education research literature. We analyzed this body of literature to determine how interest has been defined and used by the biology education research community. Specifically, we determined the extent to which previously published work drew on theories that conceptualize interest. Further, we identified studies that measured student interest in biology and characterized the types of …
Recent Research In Science Teaching And Learning, Sarah L. Eddy
Recent Research In Science Teaching And Learning, Sarah L. Eddy
Stem Transformation Institute
The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one addresses the relationships between active learning and teaching evaluations; one presents an observation tool for documenting metacognition in the classroom; and the last explores things teachers can say to encourage students to employ scientific reasoning during class discussions.
Closing The Achievement Gap In A Large Introductory Course By Balancing Reduced In-Person Contact With Increased Course Structure, Sat Gavassa, Rocio Benabentos, Marcy Kravec, Timothy M. Collins, Sarah L. Eddy
Closing The Achievement Gap In A Large Introductory Course By Balancing Reduced In-Person Contact With Increased Course Structure, Sat Gavassa, Rocio Benabentos, Marcy Kravec, Timothy M. Collins, Sarah L. Eddy
Stem Transformation Institute
Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course …