Trends in Teaching Experimentation in the Life Sciences
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Trends in Teaching Experimentation in the Life Sciences
Putting Research into Practice to Drive Institutional Change
Gardner, Stephanie M.; Pelaez, Nancy J.; Anderson, Trevor R.
Springer Nature Switzerland AG
05/2022
561
Dura
Inglês
9783030985912
15 a 20 dias
1051
Descrição não disponível.
Part I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation.- 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation.- 2. Using data to identify anticipated learning outcomes for new and existing curricula.- 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts?.- 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills.- Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation.- 5. Backward designing a lab course to promote authentic research experience according to students' gains in research abilities.- 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research.- 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science.- 8. A framework for teaching and learning graphing in undergraduate biology.- Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research.- 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question.- 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes.- 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies.- 12. Feedback and discourse as a critical skill for the development of experimentation competencies.- 13. Engaging students with experimentation in an introductory biology laboratory module.- Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation.- 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas.- 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports.- 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders.- 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework.- Part V. Complementary Frameworks for Guiding Students' Experimentation Practice.- 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments.- 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis.- 20. Growing innovation and collaboration through assessment and feedback: A toolkitfor assessing and developing students' soft skills in biological experimentation.- 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework.- Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General.- 22. Teaching successful student collaboration within the context of biological experimentation.- 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science.- 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis.- 25. Implementing innovations in undergraduate biology experimentation education.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teaching Biological Experimentation in Higher Education;Learning Biological Experimentation in Higher Education;Assessing Biological Experimentation in Higher Education;Assessment of Biological Experimentation in Higher Education;Developing Strategies for Teaching Biological Experimentation;Guidelines for Biological Experimentation;Guidelines for Teaching Life Science Education;Evidence-based Strategies for Teaching Life Science;Biological Experimentation in Curriculum;Teaching Life Science in Higher Education
Part I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation.- 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation.- 2. Using data to identify anticipated learning outcomes for new and existing curricula.- 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts?.- 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills.- Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation.- 5. Backward designing a lab course to promote authentic research experience according to students' gains in research abilities.- 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research.- 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science.- 8. A framework for teaching and learning graphing in undergraduate biology.- Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research.- 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question.- 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes.- 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies.- 12. Feedback and discourse as a critical skill for the development of experimentation competencies.- 13. Engaging students with experimentation in an introductory biology laboratory module.- Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation.- 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas.- 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports.- 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders.- 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework.- Part V. Complementary Frameworks for Guiding Students' Experimentation Practice.- 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments.- 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis.- 20. Growing innovation and collaboration through assessment and feedback: A toolkitfor assessing and developing students' soft skills in biological experimentation.- 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework.- Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General.- 22. Teaching successful student collaboration within the context of biological experimentation.- 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science.- 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis.- 25. Implementing innovations in undergraduate biology experimentation education.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teaching Biological Experimentation in Higher Education;Learning Biological Experimentation in Higher Education;Assessing Biological Experimentation in Higher Education;Assessment of Biological Experimentation in Higher Education;Developing Strategies for Teaching Biological Experimentation;Guidelines for Biological Experimentation;Guidelines for Teaching Life Science Education;Evidence-based Strategies for Teaching Life Science;Biological Experimentation in Curriculum;Teaching Life Science in Higher Education
