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Journal Articles
The American Biology Teacher. 2015; 776421–425 doi: https://doi.org/10.1525/abt.2015.77.6.421
Published: 01 August 2015
...Alessandra L. Barrera This study demonstrates the use of wiki technology (an editable webpage environment) to provide a virtual, asynchronous collaborative-learning environment for students for the purpose of working on course-content-focused study-guide questions. To analyze the effectiveness of...
Journal Articles
The American Biology Teacher. 2018; 807493–500 doi: https://doi.org/10.1525/abt.2018.80.7.493
Published: 01 September 2018
... photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints . 2018 Figure 3. Student learning gains as assessed by pre-instruction assessment and post-instruction assessment with an identical question...
Journal Articles
The American Biology Teacher. 2016; 787599–602 doi: https://doi.org/10.1525/abt.2016.78.7.599
Published: 01 September 2016
... your teacher immediately and block the individual who is bothering you. If you are using Twitter in a damaging or malicious way, depending on the severity, you will be banned from Twitter participation. From then on, your assignments will be done on paper. On-the-fly student learning and...
Journal Articles
The American Biology Teacher. 2011; 735258–259 doi: https://doi.org/10.1525/abt.2011.73.5.2
Published: 01 May 2011
...William Leonard © 2011 by National Association of Biology Teachers 2011 • Trying to balance the time needed for students to learn through inquiry against the pressures to cover too many content standards & over-test for them This was by far the most common challenge mentioned...
Journal Articles
The American Biology Teacher. 2004; 669604–612 doi: https://doi.org/10.2307/4451757
Published: 01 November 2004
... in Science Teaching, 31(5), 449-457. Seetlage 5 449 31 Journal of Research in Science Teaching 1994 Weld, J. & McNew, J.C. (1999). Attitudes towards evolution. The Science Teacher, 66(9), 27-31. Weld 9 27 66 The Science Teacher 1999 Middle School Student Learning in...
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<b>Student</b> <b>learning</b> outcomes (± SE), based on the results of pretests and post...
Published: 01 April 2020
Figure 3. Student learning outcomes (± SE), based on the results of pretests and posttests completed by the students who participated in the game activity ( n = 92). The asterisk over the horizontal line indicates significant differences in paired t -test ( P &lt; 0.05). Figure 3. Student learning outcomes (± SE), based on the results of pretests and posttests completed by the students who participated in the game activity ( n = 92). The asterisk over the horizontal line indicates significant differences in paired t -test ( P &lt; 0.05). More
Images
<b>Student</b> <b>learning</b> and <b>student</b> confidence associated with standard and “molec...
Published: 01 August 2016
Figure 3. Student learning and student confidence associated with standard and “molecular sculpting” classes in introductory cell and molecular biology, showing gains in concept learning associated with each class throughout six topics. The upper (line) portion of the graph shows the student Figure 3. Student learning and student confidence associated with standard and “molecular sculpting” classes in introductory cell and molecular biology, showing gains in concept learning associated with each class throughout six topics. The upper (line) portion of the graph shows the student More
Images
<b>Student</b> <b>learning</b> gains as assessed by pre-instruction assessment and post-i...
Published: 01 September 2018
Figure 3. Student learning gains as assessed by pre-instruction assessment and post-instruction assessment with an identical question set. The questions and their assigned Bloom's Revised Taxonomy categorization can be seen in Appendix II . (A) The average correctness for each question asked Figure 3. Student learning gains as assessed by pre-instruction assessment and post-instruction assessment with an identical question set. The questions and their assigned Bloom's Revised Taxonomy categorization can be seen in Appendix II . (A) The average correctness for each question asked More
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( A ) Summative assessment of <b>student</b> <b>learning</b> gains was achieved by a pret...
Published: 01 August 2016
Figure 4. ( A ) Summative assessment of student learning gains was achieved by a pretest/posttest approach. At the start of the semester, all students were given a comprehensive quiz testing their overall, but superficial, knowledge of core concepts associated with genetics. This same quiz was re Figure 4. ( A ) Summative assessment of student learning gains was achieved by a pretest/posttest approach. At the start of the semester, all students were given a comprehensive quiz testing their overall, but superficial, knowledge of core concepts associated with genetics. This same quiz was re More
Journal Articles
The American Biology Teacher. 2019; 815366–371 doi: https://doi.org/10.1525/abt.2019.81.5.366
Published: 01 May 2019
...Kaitlin Bonner; Denise Piechnik; Jennifer Kovacs; Alexa Warwick; Peter White The Hardy-Weinberg principle and associated calculations are often challenging for students to learn for three reasons. First, several assumptions need to be understood to correctly apply the principle. Second, a series of...
Journal Articles
The American Biology Teacher. 2017; 794294–300 doi: https://doi.org/10.1525/abt.2017.79.4.294
Published: 01 April 2017
...Elizabeth A. Mulligan This paper describes a collaborative activity for students, which allows them to build simplified models of individual nucleotides, DNA, and RNA using ZOOB building blocks. These models help students learn about nucleic acid structure and the process of transcription. In...
Journal Articles
The American Biology Teacher. 2014; 763208–209 doi: https://doi.org/10.1525/abt.2014.76.3.10
Published: 01 March 2014
...William D. Stansfield The goal of this Quick Fix is to inform biology teachers about the availability of online crossword puzzles that can be used to engage students and help them learn technical biological terms. © 2014 by National Association of Biology Teachers. All rights reserved...
Journal Articles
The American Biology Teacher. 2009; 718492–496 doi: https://doi.org/10.2307/20565362
Published: 01 October 2009
... Education, 54 (48), A56. Woolnough, B. E. (2000). Authentic science in schools?—An evidence-based rationale. Physics Education, 35, 293-300. RESEARCH ON L E A R N I N G What High School Students Learn During Internships in Biology Laboratories - WOLFF-MICHAEL ROTH MICHIEL VAN EIJCK S PEI-LING HSU...
Journal Articles
The American Biology Teacher. 1999; 616420–422 doi: https://doi.org/10.2307/4450721
Published: 01 June 1999
.... 29 Newsweek 1995 Schanker, N.B. (1995). Biology questionnaires, grabbing student interest the first week! The American Biology Teacher, 57, 286-287. Schanker 286 57 The American Biology Teacher 1995 Are Students Learning from Their Teachers or the Media? Bayard H. Brattstrom N...
Journal Articles
The American Biology Teacher. 1993; 557412–416 doi: https://doi.org/10.2307/4449700
Published: 01 October 1993
... Lasting Impact Johnson State College Students Learn Tropical Ecology Through Experience Gustav W. Verderber O N a coconut palm, no more than 20 meters from where we stood, a howler monkey lounged on a giant palm frond and stared at us. Standing next to me, Dr. Cyrus McQueen, asso- ciate professor of...
Journal Articles
The American Biology Teacher. 2019; 817513–519 doi: https://doi.org/10.1525/abt.2019.81.7.513
Published: 01 September 2019
...Paul J. Laybourn; Ellen Brisch; Alison M. Wallace; Meena M. Balgopal Much evidence supports the role of writing-to-learn (WTL) assignments in improving student learning and argumentation skills. However, designing effective assignments can be challenging for instructors. We describe a process for...
Journal Articles
The American Biology Teacher. 2019; 814234–241 doi: https://doi.org/10.1525/abt.2019.81.4.234
Published: 01 April 2019
...Andrew J. Prinster; Josephina L. Hoskins; Paul K. Strode Students learning the skills of science benefit from opportunities to move between the scientific problems and questions they confront and the mathematical tools available to answer the questions and solve the problems. Indeed, students learn...
Includes: Supplementary data
Journal Articles
The American Biology Teacher. 2017; 794282–287 doi: https://doi.org/10.1525/abt.2017.79.4.282
Published: 01 April 2017
... understand how genes regulate cell migration. Students learn to sort males from females, recognize fly genetic markers to identify wild type and mutant animals, hand-dissect ovaries, perform histochemical staining to reveal gene expression in this tissue, and visualize normal and aberrant cell migration...
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Quizfolios to foster metacognition and self-awareness of <b>students</b>’ <b>learning</b>...
Published: 01 March 2018
Figure 1. Quizfolios to foster metacognition and self-awareness of studentslearning. Quizfolio aims to foster feedback response between metacognition and reflection, thereby fostering students’ self-awareness and developing students’ science identity. Figure 1. Quizfolios to foster Figure 1. Quizfolios to foster metacognition and self-awareness of studentslearning. Quizfolio aims to foster feedback response between metacognition and reflection, thereby fostering students’ self-awareness and developing students’ science identity. Figure 1. Quizfolios to foster More
Journal Articles
The American Biology Teacher. 2020; 823170–175 doi: https://doi.org/10.1525/abt.2020.82.3.170
Published: 01 March 2020
... students in hands-on research is meant to increase their problem-solving skills and help them learn how to work in a collaborative environment. Unfortunately, many students never receive a genuine research experience in their undergraduate biology courses. We developed a semester-long, laboratory-based...