Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses [0.03%]
学生在入门生物学实验课程中转让定量思维的支持和障碍的感知
Joelle Prate,Jeremy L Hsu
Joelle Prate
Quantitative reasoning is a critical skill in biology and has been highlighted as a core competency by Vision and Change. Despite its importance, students often struggle to apply mathematical skills in new contexts in biology, a process cal...
An undergraduate biology pedagogy course curriculum for instructional apprentices [0.03%]
本科生生物学教学实习课程大纲
Clara L Meaders,Erilynn T Heinrichsen,Lisa McDonnell et al.
Clara L Meaders et al.
Undergraduate instructional apprentices, which include undergraduate teaching assistants, learning assistants, or supplemental instruction tutors, must develop skills in facilitating student discussions while ideally gaining a deeper unders...
Increasing inquiry and collaboration: a faculty and undergraduate curricular intern partnership to redesign a cell biology laboratory course [0.03%]
增进咨询与合作：教师和本科生课程实习伙伴关系重新设计细胞生物学实验课程
Louise E O Darling,Sarah Pociask,John W Goss et al.
Louise E O Darling et al.
Recent trends in undergraduate biology education include incorporating more inquiry/research-focused experiments into laboratory courses as a way to engage students and promote persistence in science. However, many faculty members face cons...
Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats [0.03%]
元认知图式：发育生物学专业的学生在多种课程形式中难以掌握高阶认知技能
Wendy Aquino Nunez,Meadow C B Scott,Dyan E Morgan
Wendy Aquino Nunez
Reflective assignments are a powerful tool in undergraduate STEM courses to promote student metacognition and give instructors and researchers a view of that process. We were interested in understanding student challenges in our development...
Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses [0.03%]
大学生身份预测大班新生生物学课程中同龄人和教师的负面评价恐惧感
Katelyn M Cooper,Carly A Busch,Sara E Brownell
Katelyn M Cooper
Undergraduate biology students describe fear of negative evaluation (FNE), defined as a sense of dread associated with being unfavorably evaluated in a social situation, as negatively affecting their experiences in active learning courses. ...
Stanley Maloy
Stanley Maloy
Use of a generative AI tool to design RNA-based antiviral therapeutics for undergraduate virology laboratory teaching [0.03%]
使用生成式人工智能工具设计基于RNA的抗病毒药物用于本科生病毒学实验室教学
Adi Idris
Adi Idris
RNA medicines have taken the drug development world by storm since the introduction of mRNA vaccines post-pandemic. As this field is rapidly evolving at an unprecedented speed, it is crucial that higher education institutions keep up with t...
How does an evolution instructor revealing as Christian or non-religious affect biology undergraduate students and their perceptions of the instructor? [0.03%]
进化论讲师公开自己的宗教或非宗教身份对其学生以及学生对他们的看法有何影响？
Baylee A Edwards,Megan K Barker,M Elizabeth Barnes et al.
Baylee A Edwards et al.
There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instru...
Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature [0.03%]
采用包容性方法修改CREATE方法，有助于学生参与主要科学文献中的社会科学应用
Delaney Worthington,Nicole Kelp
Delaney Worthington
Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading ...
Enhancing student engagement through a gallery walk: applying multiple strategies to communicate scientific concepts [0.03%]
通过画廊漫步增强学生参与度：应用多种策略来传达科学概念
Watumesa Agustina Tan,Sarah Perrault
Watumesa Agustina Tan
Effective science communication skills are essential for scientists across sectors to engage with non-specialist audiences. This paper describes a gallery walk activity designed to help science students learn and practice strategies for mak...