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Journal Articles
The American Biology Teacher (2017) 79 (5): 351–364.
Published: 01 May 2017
... exploring a human-made ecosystem, which is different from those traditionally used, students gain content knowledge and get to know scientific methods. In our case study, students’ learning progress, motivation, and enjoyment of learning were measured. The results indicate that teaching at an out-of-school...
Journal Articles
The American Biology Teacher (2013) 75 (9): 657–662.
Published: 01 November 2013
... learning, exposure to research, exceptional mentorship, and preparation for postsecondary education. Additionally, researchers gain valuable skills by explaining difficult scientific concepts to high school students and broadening their exposure to secondary education. We present graduate-research-based...
Journal Articles
The American Biology Teacher (2020) 82 (4): 201–208.
Published: 01 April 2020
... learning outcomes and objectives; defining the division of responsibilities and roles; discussing available materials, facilities, and support; and figuring out the logistics of when and how to carry out the experiments. The high school teacher spent about one to two hours per week outside of class time to...
Journal Articles
The American Biology Teacher (2020) 82 (1): 30–36.
Published: 01 January 2020
... learn very little about them in the classroom. We describe an activity designed to teach high school or college students about zoonotic disease outbreaks. This case-based lesson also introduces how habitat disruption can lead to far-reaching impacts on livestock and humans, often indirectly...
Journal Articles
The American Biology Teacher (2018) 80 (1): 2–5.
Published: 01 January 2018
... to teach cell biology concepts—as well as other biology concepts—in high school and in upper-level undergraduate courses. This can be accomplished by adjusting the “depth” of the content in the out-of-class preparation assignments to meet your specific course's learning objectives. Crash Course...
Journal Articles
The American Biology Teacher (2015) 77 (5): 348–355.
Published: 01 May 2015
... the science summer school, only 23 of them satisfactorily completed these assessment instruments. Moreover, after instruction, a semi-structured interview was carried out with 87% of the participants on a voluntary basis. Two questions were asked during the interviews: “What did you learn about...
Journal Articles
The American Biology Teacher (2010) 72 (2): 91–94.
Published: 01 February 2010
...Michael W. Schulteis Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of...
Journal Articles
The American Biology Teacher (2013) 75 (4): 264–267.
Published: 01 April 2013
...Kelly J. Grillo; Lisa A. Dieker An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, “because learning vocabulary during independent reading is very inefficient for...
Journal Articles
The American Biology Teacher (2010) 72 (3): 180–185.
Published: 01 March 2010
... analyze data, control for variables, write hypotheses, make tentative conclusions, and then design and carry out original experiments. This set of activities and experiments is designed for middle school through high school life science or biology classrooms. Table 1. Sample data chart for timed...
Journal Articles
The American Biology Teacher (2020) 82 (7): 447–452.
Published: 01 September 2020
... ( Figure 2 ), and the U.S. school launched later the same day. In the morning, there was excitement as the teacher described the goals of the activity, which were reinforced in the activity document as follows: Cells are the basic building blocks of life. An analogy is a common way to learn about cell...
Journal Articles
The American Biology Teacher (2020) 82 (7): 494–497.
Published: 01 September 2020
... would like to thank my students at Frenchtown High School for being the guinea pigs for testing out new activities and providing insight on how to improve activities for future classes. Thank you to the M.J. Murdock Charitable Trust for providing Partners in Science funding that helped inspire me to...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (7): 478–487.
Published: 01 September 2020
... Systems); HS-LS2-7 (Stability and Change); and HS-ESS3-4 (Influence of Engineering, Technology, and Science on Society and the Natural World). To enable young students to learn cooperatively, all tasks were carried out in groups of three or four at working stations. In total, the module requires...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (7): 463–469.
Published: 01 September 2020
... settings, we set out to determine whether a microscopy technique developed for postsecondary students and research – namely, transmission-through-dye (TTD) – could be useful for middle school students. TTD microscopy ( Gregg et al., 2010 ) uses a simple technique, wherein a sample of cells is placed on a...
Journal Articles
The American Biology Teacher (2020) 82 (7): 439–446.
Published: 01 September 2020
... thinking . Ability to connect scientific principles to the numbers and patterns found in data sets; actively questioning data and the evidence used to support claims. Despite science education reform efforts, the basic skills necessary for data literacy are not yet sufficiently taught in schools...
Journal Articles
The American Biology Teacher (2020) 82 (6): 369.
Published: 01 August 2020
.../reprints-permissions . 2020 National Association of Biology Teachers As we embark on another school year, one fraught with uncertainty as the pandemic lingers, I want to share a few things I experienced and learned during our rushed switch to remote learning this past spring. These lessons have...
Journal Articles
The American Biology Teacher (2020) 82 (6): 389–393.
Published: 01 August 2020
... one-time occurrence at many schools. Delivering multiple presentations in a given course is beneficial in many ways: students often better prepare for presentations because they must respond to questions from the audience, they learn to distill the most important information from a given source, and...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (6): 403–408.
Published: 01 August 2020
... pest species, this lab activity would also benefit science majors. Upon hearing that a course will include Drosophila , science majors often comment that they “did that in high school,” exposing a misconception that Drosophila are useful for teaching or learning only one concept. Modifying this...
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2020) 82 (6): 381–388.
Published: 01 August 2020
...://www.acs.org/content/acs/en/education/whatischemistry/african-americans-in-sciences/charles-richard-drew.html Other Smithsonian Learning Lab Collections : http://www.visibilityinstem.com Science & Engineering Practice Students will ask questions; plan and carry out investigations...
Journal Articles
The American Biology Teacher (2020) 82 (6): 429–433.
Published: 01 August 2020
... information seemed persuasive, but was misleading or not true? What apparently unlikely claims later turned out to be reliable? What can we learn from experience about how to assess any particular scientific claim? The customary wisdom – this month's Sacred Bovine – is that we should judge the arguments...
Journal Articles
The American Biology Teacher (2020) 82 (6): 372–380.
Published: 01 August 2020
.... Scientific knowledge on the importance of epigenetic regulation is now well known and accepted, and it is not surprising to see epigenetics being introduced into many biology curricula at the high school and college levels. Yet the core concepts of epigenetic regulation are differently perceived by the...
Includes: Supplementary data