• 主题
高级搜索  >
历史搜索 清空历史

您现在的位置：首页>美国卫生研究院文献>CBE Life Sciences Education

期刊信息

  • 期刊名称：

    -

  • 刊频： Quarterly
  • NLM标题： CBE Life Sci Educ
  • iso缩写： -
  • ISSN： -

年度选择

更多>>

  • 排序：
  • 显示：
  • 每页：
全选（0）
<3/20>
共1181条结果
  • 1.

    【2hr】Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students

    包量

    机译 学习的知识与众不同：入门级和高级生物学学生的元认知比较
    摘要：Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating (n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students’ reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how well a strategy aligns with the exam to determine its effectiveness. Senior students consider modifying their use of a strategy to improve its effectiveness, whereas introductory students abandon strategies they evaluate as ineffective. Both groups use performance to evaluate their plans, and some students use their feelings as a proxy for metacognition. These data reveal differences between introductory and senior students, which suggest ways metacognition might develop over time. We contextualize these results using research from cognitive science, and we consider how learning contexts can affect students’ metacognition.
  • 2.

    【2hr】One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns

    包量

    机译 副学士学位课程的一年研究经验会影响毕业，STEM保留率和转学方式
    摘要：The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.
  • 3.

    【2hr】A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences

    包量

    机译 通往科学的入门课程的教学信念和实践的多机构分析
    摘要：This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that their observable practices could be classified into four instructional styles. Further analysis suggested that these instructional styles corresponded to disparate sets of beliefs about student learning. The results add momentum to reform efforts that simultaneously approach instructional change in introductory courses as a dynamic relationship between instructors’ subjective beliefs about teaching and learning and their strategies in the classroom.
  • 4.

    【2hr】Burnout and Mental Health Problems in Biomedical Doctoral Students

    包量

    机译 生物医学博士生的职业倦怠和心理健康问题
    摘要：Although burnout and mental health problems may adversely impact quality of scientific research, academic productivity, and attrition in biomedical doctoral training programs, very little research has been done on this topic. Recent studies have used brief survey methods to begin to explore burnout and mental health problems in biomedical doctoral students. In this pilot study, biomedical doctoral students (N = 69; 12% of enrolled biomedical doctoral students at a large research institution’s school of medicine in the United States) were administered standardized psychiatric interviews and self-report questionnaires focused on dimensions of burnout, mental health symptoms, and academic outcomes. We discovered high levels of burnout, depression, and anxiety. Additionally, we identified that burnout was significantly associated with thoughts related to dropping out, subjective appraisal of employment opportunities, functional impairment due to a mental health problem, and having at least one current psychiatric disorder. These findings extend prior research indicating the presence of significant emotional health challenges doctoral students in biomedical graduate programs face involving high burnout and difficulties with the training environment. We outline several recommendations and next steps to programmatically understand and address these emerging emotional wellness concerns in biomedical doctoral students.
  • 5.

    【2hr】Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers

    包量

    机译 学生的学习倾向：多维概况突出了本科STEM荣誉论文作者之间的重要差异
    摘要：Various personal dimensions of students—particularly motivation, self-efficacy beliefs, and epistemic beliefs—can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. We propose that these learning dispositions serve as learning outcomes in their own right; that patterns of interrelationships among these specific learning dispositions are likely; and that differing constellations (or learning disposition profiles) may have meaningful implications for instructional practices. In this observational study, we examine changes in these learning dispositions in the context of six courses at four institutions designed to scaffold undergraduate thesis writing and promote students’ scientific reasoning in writing in science, technology, engineering, and mathematics. We explore the utility of cluster analysis for generating meaningful learning disposition profiles and building a more sophisticated understanding of students as complex, multidimensional learners. For example, while students’ self-efficacy beliefs about writing and science increased across capstone writing courses on average, there was considerable variability at the level of individual students. When responses on all of the personal dimensions were analyzed jointly using cluster analysis, several distinct and meaningful learning disposition profiles emerged. We explore these profiles in this work and discuss the implications of this framework for describing developmental trajectories of students’ scientific identities.
  • 6.

    【2hr】Applying Graph Theory to Examine the Dynamics of Student Discussions in Small-Group Learning

    包量

    机译 应用图论研究小组学习中学生讨论的动力
    摘要：Group work in science, technology, engineering, and mathematics courses is an effective means of improving student outcomes, and many different factors can influence the dynamics of student discussions and, ultimately, the success of collaboration. The substance and dynamics of group discussions are commonly examined using qualitative methods such as discourse analysis. To complement existing work in the literature, we developed a quantitative methodology that uses graph theory to map the progression of talk-turns of discussions within a group. We observed groups of students working with peer facilitators to solve problems in biological sciences, with three iterations of data collection and two major refinements of graph theory calculations. Results include general behaviors based on the turns in which different individuals talk and graph theory parameters to quantify group characteristics. To demonstrate the potential utility of the methodology, we present case studies with distinct patterns: a centralized group in which the peer facilitator behaves like an authority figure, a decentralized group in which most students talk their fair share of turns, and a larger group with subgroups that have implications for equity, diversity, and inclusion. Together, these results demonstrate that our adaptation of graph theory is a viable quantitative methodology to examine group discussions.
  • 7.

    【2hr】GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs

    包量

    机译 GenBio-MAPS：一项计划评估，旨在衡量学生对一般生物学计划中视觉和改变核心概念的理解
    摘要：The Vision and Change report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these concepts was an important first step, departments also need ways to measure the extent to which students understand these concepts. Here, we present the General Biology–Measuring Achievement and Progression in Science (GenBio-MAPS) assessment as a tool to measure student understanding of the core concepts at key time points in a biology degree program. Data from more than 5000 students at 20 institutions reveal that this instrument distinguishes students at different stages of the curriculum, with an upward trend of increased performance at later time points. Despite this trend, we identify several concepts that advanced students find challenging. Linear mixed-effects models reveal that gender, race/ethnicity, English-language status, and first-generation status predict overall performance and that different institutions show distinct performance profiles across time points. GenBio-MAPS represents the first programmatic assessment for general biology programs that spans the breadth of biology and aligns with the Vision and Change core concepts. This instrument provides a needed tool to help departments monitor student learning and guide curricular transformation centered on the teaching of core concepts.
  • 8.

    【2hr】Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students

    包量

    机译 带有指导性探究模块的实验室课程可为准备最少的本科生提高科学推理和实验设计技能
    摘要：Past studies on the differential effects of active learning based on students’ prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. In each course in which the studies were conducted, student gains were analyzed by pretest quartiles, a measure of their prior preparation. Overall, student scientific reasoning skills and experimental design skills did not improve pretest to posttest. However, when divided into quartiles based on pretest score within each course, students in the lowest quartile experienced significant gains in both studies. Despite the significant gains observed among students in the lowest quartile, significant posttest differences between lowest and highest quartiles were observed in both scientific reasoning skills and experimental design skills. Nonetheless, these findings suggest that courses with guided-inquiry laboratory activities can foster the development of basic scientific reasoning and experimental design skills for students who are least prepared across a range of course levels and institution types.
  • 9.

    【2hr】Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses

    包量

    机译 尽管有类似的看法和态度，但学士后学位的学生在生物学和化学入门课程中的表现仍优于大学生
    摘要：Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive introductory biology and chemistry courses, and whether perceptions relate to course type, performance, or student status. We surveyed students (n = 601) using open-ended prompts regarding their perceptions of factors that impact their learning and interest, and about specific learning strategies. Generally, students did not differ in what influenced their learning or interest in course content, and students mostly perceived active learning positively. Attitudes toward active learning did not correlate to final course scores. Despite similar perceptions and attitudes, performance differed significantly among student groups—postbaccalaureates outperformed all others, and traditional-age students outperformed non-traditional-age students. We found that, even with active learning, underrepresented minority students underperformed compared to their peers, yet differentially benefited from nonsummative course factors. Although students generally perceive classroom environments similarly, undetected factors are influencing performance among student groups. Gaining a better understanding of how classroom efforts impact all of our students will be key to moving beyond supposing that active learning simply “works.”
  • 10.

    【2hr】Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence

    包量

    机译 分子概念自适应评估（MCAA）表征了大学生对分子出现的误解
    摘要：This paper discusses the results of two experiments assessing undergraduate students’ beliefs about the random nature of molecular environments. Experiment 1 involved the implementation of a pilot adaptive assessment (n = 773) and focus group discussions with undergraduate students enrolled in first- through third-year biology courses; experiment 2 involved the distribution of the redesigned adaptive assessment to the same population of students in three consecutive years (n = 1170). The overarching goal of the study was to provide a detailed characterization of learners’ perceptions and beliefs regarding molecular agency, environments, and diffusion and whether or not those beliefs change over time. Our results indicated that advanced learners hold as many misconceptions as novice learners and that confidence in their misconceptions increases as they advance through their undergraduate education. In particular, students’ understanding of random/Brownian motion is complex and highly contextual, suggesting that the way in which we teach biology does not adequately remediate students’ preconceived notions of molecular agency and may actually reinforce them.
  • 11.

    【2hr】The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants

    包量

    机译 教育学课程对缺乏经验的研究生助教的教学观念的影响
    • 作者：Star W. Lee
    • 刊名：CBE Life Sciences Education
    • 2019年第1期
    摘要：There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs’ teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. GTA teaching beliefs were characterized as traditional (providing information to students), instructive (providing activities for students), and transitional (focusing on student–teacher relationships). At the start of the course, traditional, instructive, and transitional beliefs were emphasized comparably in the concept maps and presentations of inexperienced GTAs. At the end of the course, although GTAs’ beliefs remained mostly teacher focused, they were more instructive than traditional or transitional. GTAs included teaching strategies and jargon from the course in their concept maps but provided minimal explanations about how opportunities for active student engagement would impact student learning. These results suggest there is a need to provide ongoing discipline-specific professional development to inexperienced GTAs as they develop and strengthen their teaching beliefs about student learning.
  • 12.

    【2hr】Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding

    包量

    机译 识别生物学中的麻烦行话：学生表现与知觉理解之间的差异
    摘要：The excessive “jargon” load in biology may be a hurdle for developing conceptual understanding as well as achieving core competencies such as scientific literacy and communication. Little work has been done to characterize student understanding of biology-­specific jargon. To address this issue, we aimed to determine the types of biology jargon terms that students struggle with most, the alignment between students’ perceived understanding and performance defining the terms, and common errors in student-provided definitions. Students in two biology classes were asked to report their understanding of, and provide definitions for, course-specific vocabulary terms: 1276 student responses to 72 terms were analyzed. Generally, students showed an overestimation of their own understanding. The least accurate self-assessment occurred for terms to which students had substantial prior exposure and terms with discordant meanings in biology versus everyday language. Students were more accurate when assessing their understanding of terms describing abstract molecular structures, and these were often perceived as more difficult than other types of terms. This research provides insights about which types of technical vocabulary may create a barrier to developing deeper conceptual understanding, and highlights a need to consider student understanding of different types of jargon in supporting learning and scientific literacy.
  • 13.

    【2hr】A Model for Holistic Review in Graduate Admissions That Decouples the GRE from Race, Ethnicity, and Gender

    包量

    机译 研究生入学的整体审查模型，使GRE与种族，种族和性别脱钩
    摘要：Graduate schools around the United States are working to improve access to science, technology, engineering, and mathematics (STEM) in a manner that reflects local and national demographics. The admissions process has been the focus of examination, as it is a potential bottleneck for entry into STEM. Standardized tests are widely used as part of the decision-making process; thus, we examined the Graduate Record Examination (GRE) in two models of applicant review: metrics-based applicant review and holistic applicant review to understand whether it affected applicant demographics at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences. We measured the relationship between GRE scores of doctoral applicants and admissions committee scores. Metrics-based review of applicants excluded twice the number of applicants who identified as a historically underrepresented minority compared with their peers. Efforts to implement holistic applicant review resulted in an unexpected result: the GRE could be used as a tool in a manner that did not reflect its reported bias. Applicant assessments in our holistic review process were independent of gender, racial, and citizenship status. Importantly, our recommendations provide a blueprint for institutions that want to implement a data-driven approach to assess applicants in a manner that uses the GRE as part of the review process.
  • 14.

    【2hr】Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

    包量

    机译 通过减少人与人之间的接触与课程结构的增加来弥补大型入门课程的成就差距
    摘要：Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.
  • 15.

    【2hr】Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE—Life Sciences Education and at the Society for the Advancement of Biology Education Research

    包量

    机译 生物教育研究中普遍存在的问题和方法：CBE研究的纵向分析-生命科学教育和生物教育研究学会
    摘要：Biology education research (BER) is a growing field, as evidenced by the increasing number of publications in CBE—Life Sciences Education (LSE) and expanding participation at the Society for the Advancement of Biology Education Research (SABER) annual meetings. To facilitate an introspective and reflective discussion on how research within LSE and at SABER has matured, we conducted a content analysis of LSE research articles (n = 339, from 2002 to 2015) and SABER abstracts (n = 652, from 2011 to 2015) to examine three related intraresearch parameters: research questions, study contexts, and methodologies. Qualitative data analysis took a combination of deductive and inductive approaches, followed by statistical analyses to determine the correlations among different parameters. We identified existing research questions, study contexts, and methodologies in LSE articles and SABER abstracts and then compared and contrasted these parameters between the two data sources. LSE articles were most commonly guided by descriptive research questions, whereas SABER abstracts were most commonly guided by causal research questions. Research published in LSE and presented at SABER both prioritize undergraduate classrooms as the study context and quantitative methodologies. In this paper, we examine these research trends longitudinally and discuss implications for the future of BER as a scholarly field.
  • 16.

    【2hr】Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes

    包量

    机译 基于计算机和基于长凳的本科生研究经验会产生相似的态度结果
    摘要：Course-based undergraduate research experiences (CUREs) have the potential to improve undergraduate biology education by involving large numbers of students in research. CUREs can take a variety of forms with different affordances and constraints, complicating the evaluation of design features that might contribute to successful outcomes. In this study, we compared students’ responses to three different research experiences offered within the same course. One of the research experiences involved purely computational work, whereas the other two offerings were bench-based research experiences. We found that students who participated in computer-based research reported at least as much interest in their research projects, a higher sense of achievement, and a higher level of satisfaction with the course compared with students who did bench-based research projects. In open-ended comments, similar proportions of students in each research area expressed some sense of project ownership as contributing positively to their course experiences. Their comments also supported the finding that experiencing a sense of achievement was a predictor of course satisfaction. We conclude that both computer-based and bench-based CUREs can have positive impacts on students’ attitudes. Development of more computer-based CUREs might allow larger numbers of students to benefit from participating in a research experience.
  • 17.

    【2hr】FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments

    包量

    机译 失败不是四个字母的单词：探索大学生在STEM学习环境中应对学业挑战和对失败的应对方法的理论框架
    摘要：Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow. To guide research aimed at understanding how STEM students develop a challenge-engaging disposition and the ability to adaptively cope with failure, we generate a model representing hypotheses of how students might approach challenges and respond to failures in undergraduate STEM learning contexts. We draw from theory and studies investigating mindset, goal orientations, attributions, fear of failure, and coping to inform our model. We offer this model as a tool for the community to test, revise, elaborate, or refute. Finally, we urge researchers and educators to consider the development, implementation, and rigorous testing of interventions aimed at helping students develop a persevering and challenge-engaging disposition within STEM contexts.
  • 18.

    【2hr】Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data

    包量

    机译 课堂作为基因组：使用基因组学和生物信息学的工具照亮课堂观察数据
    摘要：Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed “classroom as genome” (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.
  • 19.

    【2hr】Recent Research in Science Teaching and Learning

    包量

    机译 科学教学的最新研究
    • 作者：Sarah L. Eddy
    • 刊名：CBE Life Sciences Education
    • 2019年第1期
    摘要：The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one addresses the relationships between active learning and teaching evaluations; one presents an observation tool for documenting metacognition in the classroom; and the last explores things teachers can say to encourage students to employ scientific reasoning during class discussions.
  • 20.

    【2hr】Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion

    包量

    机译 生物教育与研究（iEMBER）网络中包容性环境和指标的形成：建立多元化，公平和包容的文化
    摘要：The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at discipline-specific meetings and conferences. The focus of iEMBER is on understanding how to create inclusive, supportive, and engaging environments to foster the success of all biology students and trainees. This report focuses on the structure of the iEMBER network, two takeaways that emerged from the 2017 conference (interdisciplinary networking/collaboration and intradisciplinary broadening participation strategies), and ways for prospective members to engage in ongoing dialogue and future events. Learn more at .
题名 作者 来源 发表时间

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号