From Jurassic Park to Pokémon: a pop culture-based science communication project for the biology classroom [0.03%]
从侏罗纪公园到精灵宝可梦：一种基于流行文化的生物课堂科学交流项目
Alexander Eden
Alexander Eden
Students often arrive in science classrooms with understandings shaped by popular media, where scientific concepts are frequently misrepresented. Rather than dismissing these portrayals, this assignment leverages them to enhance science lit...
Mehri Azizi,Bryan Dewsbury
Mehri Azizi
This study examines the self-reflections of first-year life science students enrolled in introductory biology courses across three institution types. Using an abductive analysis approach, we analyzed written reflections from 390 students to...
A model for using discussion preparation meetings to promote graduate teaching assistant discipline-specific pedagogy training [0.03%]
一种促进研究生助教学科特定教学培训的讨论准备会议模型
Shana R Welles,Petra Kranzfelder
Shana R Welles
Teaching discussion courses requires skill in teaching specific content at a specific level in science, technology, engineering, and mathematics (STEM) courses. This skill is best developed through discipline-specific training; however, the...
Using abandoned model systems and historical literature to teach modern concepts and techniques in cell biology [0.03%]
利用废弃的模型系统和历史文献来教授细胞生物学中的现代概念和技术
Leocadia V Paliulis,Gunar Fabig,Sandra Stein et al.
Leocadia V Paliulis et al.
The cell biology literature of the 19th and early-to-mid 20th centuries is full of the seminal works that were critical for the development of our current understanding of biology but were done using model systems that are no longer commonl...
Qualitative analysis of students' perceptions of active learning practices in a highly structured microbiology course provides support for implementation of flipped and interactive classroom activities [0.03%]
定性分析高度结构化的微生物学课程中学生对主动学习实践的看法，为翻转课堂和互动课堂活动的实施提供支持
Megan Moran,Kayla Jean,Barbara Graham et al.
Megan Moran et al.
Despite evidence that active learning practices (ALPs) increase student success and reduce the opportunity gap in historically marginalized students, lecturing alone is still being used as a primary teaching strategy. Perceptions that stude...
Professionalization of an Undergraduate Teaching Assistant program to increase participation and build career skills [0.03%]
本科生助教项目的专业化以提高参与度和培养职业技能
Aisling S Dugan,Kristina Monteiro,Toni-Marie Achilli
Aisling S Dugan
Undergraduate Teaching Assistant (UTA) positions offer valuable benefits for student learning, leadership development, and resume building. Here, we share the multi-year transformation of our biology UTA program, which was designed to incre...
Use of personal storytelling in educational videos promotes student engagement and science identity in undergraduate biology courses [0.03%]
个人叙事在教育视频中的运用促进大学生物学课程中学生的参与度和科学认同感
Amanda L Molder,Brittany Anderton,Emily Howell et al.
Amanda L Molder et al.
In this era of information abundance and digital connectivity, educational videos are a transformative and widely used resource in STEM higher education. Much of what is known about the effective use of educational videos comes from analyzi...
The illusion of inclusion: structural and methodological gaps in biology education research [0.03%]
生物学教育研究中的包容性错觉：结构和方法论缺陷
Candice Idlebird,Rebecca Campbell-Montalvo,Gary S McDowell et al.
Candice Idlebird et al.
This integrative literature review analyzes the corpus of biology education research published in the main biology education journals of major professional societies. The goal of this analysis is to determine which approaches (including gro...
Antimicrobial resistance and One Health in the high school biology curriculum [0.03%]
高中生物课程中的抗微生物药物耐药性与大健康观念
Sanil Nadar,Julie C Brown,Lisa S Y Coe et al.
Sanil Nadar et al.
Antimicrobial resistance (AMR) is the ability of a microbial organism to resist treatment designed to kill it. It poses a significant global threat to public health, affecting humans, animals, and the environment, in a concept collectively ...
Power from the playground: Power-FULL Biofilms - a hands-on classroom activity using microbial fuel cells and electroactive biofilms to generate electricity [0.03%]
取之不尽的生物被膜-利用微生物燃料电池和产电被膜发电的一项动手实践活动
Hannah Bird,Jack Reeder,Jordan Day et al.
Hannah Bird et al.
Power-FULL Biofilms is a 5-week, hands-on outreach workshop designed to introduce KS2 students (ages 7+) to microbiology, electricity, and renewable energy. Students build their own microbial fuel cells (MFCs) using inexpensive plastic comp...