1-20 of 1619 Search Results for

large-lecture

Follow your search
Access your saved searches in your account

Would you like to receive an alert when new items match your search?
Close Modal
Sort by
Journal Articles
The American Biology Teacher (2016) 78 (8): 651–655.
Published: 01 October 2016
... cooperative and collaborative activities into large-lecture, introductory biology courses, I was able to measure the impacts of such active-learning strategies on student attendance and performance. I gathered data from two investigations involving 378 undergraduates from paired sections of biology, one...
Journal Articles
The American Biology Teacher (1999) 61 (4): 298–302.
Published: 01 April 1999
.... & Ebert-May, D. (1998). Dynamic discussion in a large lecture hall: Hearing the case of genetic engineer- ing. Journal of College Science Teaching, 28, 97-101. Brewer 97 28 Journal of College Science Teaching 1998 Ebert-May, D., Brewer, C.A. & Allred, S. (1997). Innovation in large...
Journal Articles
The American Biology Teacher (2014) 76 (9): 584–588.
Published: 01 November 2014
...K. Denise Kendall; Matthew L. Niemiller; Dylan Dittrich-Reed; Elisabeth E. Schussler Graduate teaching assistants (GTAs) are often used as instructors in undergraduate introductory science courses, particularly in laboratory and discussion sections associated with large lectures. These GTAs are...
Journal Articles
The American Biology Teacher (2006) 68 (9): 524–529.
Published: 01 November 2006
...? Ifiodules in Large Introductory Biology Lectures Enhance Student Understanding SCOTT COOPER DEBORAH HANMER BILL CERBIN A t critical goal of introductory science courses is to develop students' understanding of key concepts and principles. Typically, introductory biology courses include two major parts...
Journal Articles
The American Biology Teacher (2020) 82 (7): 494–497.
Published: 01 September 2020
... found that concepts covered in lecture that were then reinforced by a lab activity did not show any statistically significant gain in understanding when compared to content covered just in lecture. This result seems to go against what science education literature has highlighted – that inquiry-based...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (7): 453–462.
Published: 01 September 2020
... using content analysis. Students' perceptions of DD were lasting and generally positive, including self-reported themes related to DD promoting their awareness of the “real-world applications of science,” and increased “scientific literacy.” Negative perceptions of DD were largely related to issues with...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (7): 439–446.
Published: 01 September 2020
... becoming more essential as science and society increasingly rely on information found in large data sets ( Steen, 1999 ; National Research Council [NRC], 2003 ; Manyika et al., 2011 ). Because science and data are tightly linked ( Bowen & Roth, 2005 ; Speth et al., 2010 ), we can weave data...
Journal Articles
The American Biology Teacher (2020) 82 (6): 409–412.
Published: 01 August 2020
... (e.g., Ong, 2010 ; Dunlap & Patrick, 2012 ; Firooznia, 2015 ; Voltzow, 2016 ), which can be difficult to do in large lecture halls with fixed chairs. Given that developing and using models is a scientific practice ( National Research Council, 2012 ) and that manipulating physical models helps...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (6): 389–393.
Published: 01 August 2020
... teach undergraduate and graduate students this skill as part of their formal scientific training . Journal of Undergraduate Neuroscience Education , 12 ( 1 ), E6 – E10 . Eisen , A. ( 1998 ) Small-group presentations: teaching “science thinking” and context in a large biology class...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (6): 416–420.
Published: 01 August 2020
... identify these in written feedback, we have found it beneficial to have the students actively engage in the review process. This can take several forms. In Marine Biology, the professor chooses a few submissions that are well-detailed and largely correct but that reveal some key (and often common...
Journal Articles
The American Biology Teacher (2020) 82 (6): 403–408.
Published: 01 August 2020
..., see Supplemental Material ). This lab activity was designed and tested in fall 2017 with 42 undergraduates – including business, computing, engineering, humanities, and social science majors – at a large southeastern university rated R1 (very high research activity). Over three consecutive lab...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (5): 323–327.
Published: 01 May 2020
... presentation by lecture alone. © 2020 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, https://www.ucpress.edu/journals/reprints...
Journal Articles
The American Biology Teacher (2020) 82 (5): 344–347.
Published: 01 May 2020
... content. To assist students with the creation of these materials, students analyzed several anatomy and physiology textbooks looking for common elements of each chapter. Content lectures and online resources ( Table 1 ) also provided content knowledge. Table 1. A selection of free online resources...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (5): 308–314.
Published: 01 May 2020
... requirements, service courses for other majors at the university (primarily nursing, exercise science, and human performance and fitness), and courses required to complete the undergraduate biology major. In these courses, instructors offered individual, handwritten lecture exams with the opportunity for...
Journal Articles
The American Biology Teacher (2020) 82 (4): 201–208.
Published: 01 April 2020
... samples is often done using large-scale, complex procedures ( Kealey et al., 2017 ), there are also relatively simple and straightforward procedures that can be readily taught to high school students. Biology teachers who are not familiar with microbiological techniques can easily learn the techniques...
Journal Articles
The American Biology Teacher (2020) 82 (3): 170–175.
Published: 01 March 2020
... curriculum was carried out mostly during the lab portion of the course, whereas the lecture portion was used to develop a deeper understanding of the laboratory techniques used. Laboratory techniques were always covered in lecture prior to the start of experimentation in lab. This was done to give students a...
Journal Articles
The American Biology Teacher (2020) 82 (3): 175–177.
Published: 01 March 2020
... student learning. Because of their competitive nature and motivational psychology, games have the capacity to engage, challenge, and motivate students in a way that traditional classroom activities – such as lectures and group discussions – do not ( Pho & Dinscore, 2015 ). Game play typically requires...
Journal Articles
The American Biology Teacher (2020) 82 (3): 150–155.
Published: 01 March 2020
... was 98 students (primarily sophomores). Students participated in active-learning lecture and in small-group discussions and completed three homework assignments and one exam for each of the four units. The assignments consisted of open-response questions that asked students to take concepts discussed...
Journal Articles
The American Biology Teacher (2020) 82 (2): 104–112.
Published: 01 February 2020
... challenge, especially in large lecture settings. Certain topics, such as evolution, can add additional challenge due to the political and religious underpinnings surrounding the theory. However, it is imperative that students are able to address common misconceptions and understand the complex mechanisms so...
Journal Articles
The American Biology Teacher (2020) 82 (2): 114–119.
Published: 01 February 2020
... largely of individuals from nearby rural counties in these states, many from low-income backgrounds. The Avida-ED lab was used as a part of the laboratory portion of Foundations of Biology (BIO 145), a one-semester introductory course that is required for all majors in the biology department and is a...