Investigating the effectiveness of an educational card game for learning how human immunology is regulated [0.03%]
探究教育卡牌游戏在人类免疫调节学习中的有效性研究
TzuFen Su,Meng-Tzu Cheng,Shu-Hua Lin
TzuFen Su
This study was conducted in an attempt to investigate the effectiveness of an educational card game we developed for learning human immunology. Two semesters of evaluation were included to examine the impact of the game on students' underst...
An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology [0.03%]
两种动手实验室风格在本科生生物学植物生物多样性评估中的应用
John M Basey,Anastasia P Maines,Clinton D Francis et al.
John M Basey et al.
We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflectio...
Gender gaps in achievement and participation in multiple introductory biology classrooms [0.03%]
多间入门生物学课堂中的成就和参与性别差距
Sarah L Eddy,Sara E Brownell,Mary Pat Wenderoth
Sarah L Eddy
Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumpti...
Identifying key features of effective active learning: the effects of writing and peer discussion [0.03%]
识别有效主动学习的关键特征：写作和同伴讨论的影响
Debra L Linton,Wiline M Pangle,Kevin H Wyatt et al.
Debra L Linton et al.
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in o...
Getting under the hood: how and for whom does increasing course structure work? [0.03%]
解锁结构化教学法促进成绩增益的机制及适用范围
Sarah L Eddy,Kelly A Hogan
Sarah L Eddy
At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors ab...
Promoting inquiry-based teaching in laboratory courses: are we meeting the grade? [0.03%]
探究式教学在实验课程中的推行：我们做得够好吗？
Christopher Beck,Amy Butler,Karen Burke da Silva
Christopher Beck
Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the co...
Benjamin Balas,Jennifer L Momsen
Benjamin Balas
Plants, to many, are simply not as interesting as animals. Students typically prefer to study animals rather than plants and recall plants more poorly, and plants are underrepresented in the classroom. The observed paucity of interest for p...
Optimizing learning of scientific category knowledge in the classroom: the case of plant identification [0.03%]
利用教室优化学习科学分类知识：植物识别案例分析
Bruce K Kirchoff,Peter F Delaney,Meg Horton et al.
Bruce K Kirchoff et al.
Learning to identify organisms is extraordinarily difficult, yet trained field biologists can quickly and easily identify organisms at a glance. They do this without recourse to the use of traditional characters or identification devices. A...
Beyond Punnett squares: Student word association and explanations of phenotypic variation through an integrative quantitative genetics unit investigating anthocyanin inheritance and expression in Brassica rapa Fast plants [0.03%]
超越佩因特方格：学生词汇联想以及通过一个综合数量遗传学教学单元对芸苔素继承和表达进行的表型变异解释
Janet M Batzli,Amber R Smith,Paul H Williams et al.
Janet M Batzli et al.
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question "What determines variation in phenotype (Pv)? (Pv=Genotypic var...
Connections between student explanations and arguments from evidence about plant growth [0.03%]
关于植物生长的学生解释与证据论证间的联系
Jenny M Dauer,Jennifer H Doherty,Allison L Freed et al.
Jenny M Dauer et al.
We investigate how students connect explanations and arguments from evidence about plant growth and metabolism-two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle an...