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  • 刊频： Quarterly
  • NLM标题： CBE Life Sci Educ
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共1181条结果
  • 1.

    【2hr】Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course

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    机译 信任，成长心态和学生对大学自然科学课程中主动学习的承诺
    摘要：There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students’ (N = 245) trust in the instructor—defined as perceptions of their instructor’s understanding, acceptance, and care—and students’ attitudes toward learning within an anatomy and physiology course featuring active learning. Analyses indicate that student trust of instructor and students’ views of their own intelligence are both associated with student commitment to, and engagement in, active learning. Student-reported trust of the instructor corresponded to final grade, while students’ views of their own intelligence did not. In an active-learning context in which students are more fully engaged in the learning process, student trust of the instructor was an important contributor to desired student outcomes.
  • 2.

    【2hr】Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching

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    机译 推进进化教育：对文献进行系统分析以识别教学中集体知识的空白
    摘要：Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor’s ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. However, investigations of undergraduate thinking and learning have produced collective PCK that is available in peer-reviewed literature. Currently, it is unclear whether the collective PCK available adequately addresses the topics in evolution that college instructors teach. We systematically examined existing literature to determine what collective PCK for teaching evolution is available and what is missing. We conducted an exhaustive literature search and analyzed 316 relevant papers to determine: the evolutionary topics addressed; whether the focus was student thinking, assessment, instructional strategies, or goals; and the type of work (e.g., empirical, literature review). We compared the collective PCK available in the literature with the topics taught in a sample of 32 undergraduate evolution courses around the country. On the basis of our findings, we propose priorities for the evolution education research community and propose that PCK is a useful lens for guiding future research on teaching and learning biology.
  • 3.

    【2hr】Teacher Knowledge for Active-Learning Instruction: Expert–Novice Comparison Reveals Differences

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    机译 主动学习型教师的知识：专家与新手的比较揭示了差异
    摘要：Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates’ abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert (n = 14) and novice (n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM.
  • 4.

    【2hr】How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction

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    机译 四位科学家如何在蛋白质折叠和动力学研究中整合热力学和动力学理论，背景，类比和方法：对生物化学教学的启示
    摘要：To keep biochemistry instruction current and relevant, it is crucial to expose students to cutting-edge scientific research and how experts reason about processes governed by thermodynamics and kinetics such as protein folding and dynamics. This study focuses on how experts explain their research into this topic with the intention of informing instruction. Previous research has modeled how expert biologists incorporate research methods, social or biological context, and analogies when they talk about their research on mechanisms. We used this model as a guiding framework to collect and analyze interview data from four experts. The similarities and differences that emerged from analysis indicate that all experts integrated theoretical knowledge with their research context, methods, and analogies when they explained how phenomena operate, in particular by mapping phenomena to mathematical models; they explored different processes depending on their explanatory aims, but readily transitioned between different perspectives and explanatory models; and they explained thermodynamic and kinetic concepts of relevance to protein folding in different ways that aligned with their particular research methods. We discuss how these findings have important implications for teaching and future educational research.
  • 5.

    【2hr】The Effects of Doctoral Teaching Development on Early-Career STEM Scholars’ College Teaching Self-efficacy

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    机译 博士生教学发展对早期STEM学者大学教学自我效能的影响
    摘要：To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars’ sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants’ college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance.
  • 6.

    【2hr】Āwhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Māori and Pacific Success in STEM Disciplines

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    机译 Āwhina革命：一项针对STEM学科中毛利和太平洋地区成功计划的本科和研究生完成率的贝叶斯分析
    摘要：Māori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Rōpū Āwhina (Āwhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce Māori and Pacific professionals in STEM disciplines who contribute to Māori and Pacific community development and leadership. A hierarchical Bayesian approach was used to estimate posterior standardized completion rates for 3-year undergraduate and 2-year postgraduate degrees undertaken by non–Māori-Pacific and Māori-Pacific students. Results were consistent with an Āwhina effect, that is, Āwhina’s positive influence on (combined) Māori and Pacific success.
  • 7.

    【2hr】Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences

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    机译 实习经验有助于生命科学领域的博士生做出自信的职业决策
    摘要：The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students’ confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid “default postdocs.” Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.
  • 8.

    【2hr】Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations

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    机译 科学演讲：使用循证课堂实践进行有效的会议演讲
    摘要：Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions: How do you engage the audience and promote learning during a presentation? How do you create an environment that is inclusive for all in attendance? How do you gather feedback from the professional community that will help to further advance your research? These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.
  • 9.

    【2hr】Group Work

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    机译 团队合作
    摘要：Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education (LSE). The guide provides a tour of research studies and resources related to group work (including many articles from LSE). Instructors who are new to group work, as well as instructors who have experienced difficulties in implementing group work, may value the condensed summaries of key research findings. These summaries are organized by teaching challenges, and actionable advice is provided in a checklist for instructors. Education researchers may value the inclusion of empirical studies, key reviews, and meta-analyses of group-work studies. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.
  • 10.

    【2hr】Helping Practitioners and Researchers Identify and Use Education Research Literature

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    机译 帮助从业人员和研究人员识别和使用教育研究文献
    摘要：Evidence-based teaching practices are being encouraged to increase student skills and understanding in the sciences. Finding, interpreting, and applying education literature to a specific context are barriers to adopting these evidence-based practices. Here, we introduce a new feature, Evidence-Based Teaching Guides. This feature identifies literature associated with specific pedagogies, which we distill to practical recommendations for teaching. The goals of the feature are: to provide instructors with tools to make research-supported choices to implement the pedagogy in question, to articulate the reasons for their choices, and to develop increased awareness of biology education research. We think these guides may also be useful for biology education researchers in identifying critical components, adaptations, and contextual features that could be investigated for a given pedagogy. Each guide consists of a website with a visual map of instructional choices associated with the topic and linked pages that summarize findings from the literature and provide additional links to and summaries of key articles. Each guide will include an instructor checklist of recommendations consolidated from the entire guide in order to provide instructors with a snapshot of instructional choices and actionable advice.
  • 11.

    【2hr】Benefit–Cost Analysis of Undergraduate Education Programs: An Example Analysis of the Freshman Research Initiative

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    机译 本科教育课程的收益—成本分析：新生研究计划的实例分析
    摘要：Institutions and administrators regularly have to make difficult choices about how best to invest resources to serve students. Yet economic evaluation, or the systematic analysis of the relationship between costs and outcomes of a program or policy, is relatively uncommon in higher education. This type of evaluation can be an important tool for decision makers considering questions of resource allocation. Our purpose with this essay is to describe methods for conducting one type of economic evaluation, a benefit–cost analysis (BCA), using an example of an existing undergraduate education program, the Freshman Research Initiative (FRI) at the University of Texas Austin. Our aim is twofold: to demonstrate how to apply BCA methodologies to evaluate an education program and to conduct an economic evaluation of FRI in particular. We explain the steps of BCA, including assessment of costs and benefits, estimation of the benefit–cost ratio, and analysis of uncertainty. We conclude that the university’s investment in FRI generates a positive return for students in the form of increased future earning potential.
  • 12.

    【2hr】Alternative Perspectives on Students’ Reasoning about Emergent Processes

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    机译 学生对紧急过程的推理的其他观点
    • 作者：Julia Gouvea
    • 刊名：CBE Life Sciences Education
    • 2018年第1期
    摘要：This installment of Current Insights highlights two recent and different perspectives on elementary and secondary school students’ reasoning about emergent processes.
  • 13.

    【2hr】Language Matters: Considering Microaggressions in Science

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    机译 语言问题：考虑科学中的微侵略
    摘要：Language matters and can have profound effects on individuals’ sense of belonging, self-efficacy, and science identity. This article explores identifying and addressing microaggressions in the everyday language of scientific environments that may be key to making science classrooms, laboratories, and conferences inclusive professional contexts.
  • 14.

    【2hr】Within and beyond Biology Education Research: Steps toward Cross-Disciplinary Collaboration

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    机译 生物教育研究之内外：跨学科合作的步骤
    • 作者：Erin L. Dolan
    • 刊名：CBE Life Sciences Education
    • 2017年第4期
    摘要：Promoting the learning, development, and success of all biology students may be best accomplished by continuing our own work in biology education and by engaging in collaborative work that crosses disciplines.
  • 15.

    【2hr】Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

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    机译 在STEM中架起更好的桥梁：关于STEM夏季桥梁计划25年的文献综述
    摘要：Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.
  • 16.

    【2hr】A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

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    机译 向宗教大学生讲授进化论时使用文化能力的呼唤：在进化教育中引入宗教文化能力（ReCCEE）
    摘要：Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students’ perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students’ perceived conflict between religion and evolution because of differences in the religious cultures and beliefs of instructors and students. Although a large percentage of undergraduate students in evolution courses are religious, most instructors teaching evolution are not. To consider differences between the secular culture of many college instructors and the religious culture of many students, we propose using a lens of cultural competence to create effective evolution education. Cultural competence is the ability of individuals from one culture (in this case, primarily secular instructors who are teaching evolution) to bridge cultural differences and effectively communicate with individuals from a different culture (in this case, primarily religious undergraduate biology students). We call this new framework Religious Cultural Competence in Evolution Education (ReCCEE). In this essay, we describe a suite of culturally competent practices that can help instructors reduce students’ perceived conflict between evolution and religion, increase students’ acceptance of evolution, and help create more inclusive undergraduate biology classrooms.
  • 17.

    【2hr】Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

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    机译 使实践与政策保持一致：改变文化以认可和奖励研究型大学的教学
    摘要：Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education.
  • 18.

    【2hr】Recent Research in Science Teaching and Learning

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    机译 科学教学的最新研究
    • 作者：Sarah L. Eddy
    • 刊名：CBE Life Sciences Education
    • 2017年第4期
    摘要：This is a summary of current or noteworthy articles published in other journals.
  • 19.

    【2hr】Teaching the Core Concepts of Physiology: What, Why, and How

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    机译 讲授生理学的核心概念：什么，为什么和如何
    摘要：In a new book, Joel Michael and colleagues argue that we can teach physiology better by infusing our curricula with specific core concepts developed and refined in faculty workshops and surveys. After defining the 15 core concepts and unpacking some of them, they discuss the integration of these core concepts into the teaching of physiology.
  • 20.

    【2hr】Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

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    机译 增强本科科学的多样性：自我效能感通过积极学习提高绩效
    摘要：Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.
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