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Full-Text Articles in Education
Exploring The Impact Of Subject Placement On Exam Questions, Briana M. Craig, Jeremy L. Hsu
Exploring The Impact Of Subject Placement On Exam Questions, Briana M. Craig, Jeremy L. Hsu
Student Scholar Symposium Abstracts and Posters
Quizzes and exams are crucial elements of undergraduate biology courses; however, little research has been done exploring the importance of the phrasing used in the questions on these assessments. Question framing has the potential to impact student performance and sense of belonging greatly. In this study, we conducted an experiment where we created three versions of the exact same question except for the framing for the experimental scenarios. One version was written with self-referential framing using the term “you,” simulating the student conducting the experiment; another version used classmate-referential framing, placing one of their peers in the experiment; the third …
Transitioning Cell Culture Cure Labs From Campus To Online: Novel Strategies For A Novel Time, Jaime L. Sabel, Kendra Wright, Jacob J. Adler, Gary Bates, La Shall Bates, Sumali Pandey, Amanda M. Simons, Sarah J. Swerdlow, Nathan S. Reyna, Lori Hensley
Transitioning Cell Culture Cure Labs From Campus To Online: Novel Strategies For A Novel Time, Jaime L. Sabel, Kendra Wright, Jacob J. Adler, Gary Bates, La Shall Bates, Sumali Pandey, Amanda M. Simons, Sarah J. Swerdlow, Nathan S. Reyna, Lori Hensley
Articles
Course-based undergraduate research experiences (CUREs) provide a way for students to gain research experience in a classroom setting. Few examples of cell culture CUREs or online CUREs exist in the literature. The Cell Biology Education Consortium (CBEC) provides a network and resources for instructors working to incorporate cell-culture based research into the classroom. In this article, we provide examples from six instructors from the CBEC network on how they structure their cell-culture CUREs and how they transitioned the labs to online in the spring semester of 2020. We intend for these examples to provide instructors with ideas for strategies to …
Case Study: From Gummy Bears To Celery Stalks: Diffusion And Osmosis, Kevin M. Bonney
Case Study: From Gummy Bears To Celery Stalks: Diffusion And Osmosis, Kevin M. Bonney
Publications and Research
The article describes a case study which interperses information on diffusion and osmosis with content review and knowledge application questions, as well as simple experiment that can be conducted without the use of a laboratory. Topics discussed include biological membranes, the use of gummy bears to demonstrate osmosis and osmosis in animal cells. Also mentioned is osmosis in plants. It notes that the case study was developed for use in an introductory undergraduate biology course.
Species Shout-Outs From Abdul To Zebra: Encouraging Nonmajors To Communicate In The Biology Classroom, Christina P. Colon
Species Shout-Outs From Abdul To Zebra: Encouraging Nonmajors To Communicate In The Biology Classroom, Christina P. Colon
Publications and Research
No abstract provided.
Redesigning Introductory Biology: A Proposal, Eileen Gregory, Craig Lending, Amanda N. Orenstein, Jane P. Ellis
Redesigning Introductory Biology: A Proposal, Eileen Gregory, Craig Lending, Amanda N. Orenstein, Jane P. Ellis
Faculty Publications
With the increasing complexity and expansion of the biological sciences, there has been a corresponding increase in content in the first-year introductory biology course sequence for majors. In general this has resulted in courses that introduce students to large amounts of material and leave little time for practicing investigative science or skill development. Based on our analysis of data compiled from 742 biology faculty at a variety of institutions across the United States, we verified that there is strong agreement on the content appropriate for introductory biology courses for majors. Therefore, we propose that faculty teaching these courses focus primarily …
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments …
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers' postcourse preference positions remained unchanged; the majority of science teachers still preferred …