Biology Education Research 2.0
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Summary
Biology education research (BER) 2.0 has arrived, and is moving the BER community beyond showing that active learning works to understanding the individual and contextual factors that explain and influence biology teaching and learning.
- Type
- article
- Published
- 2015-12-01
- Cited by
- 62
- References
- 32
- Access
- Open access
- OpenAlex
- https://openalex.org/W26628560
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:26803771
Keywords
History, Mass media, Economic history, Demography, Political science
References
- Knowing What Students Know: The Science and Design of Educational Assessment
- Learning Progressions in Science
- Threshold concepts within the disciplines
- How people learn: Brain, mind, experience, and school.
- Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes
- Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions
- Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
- Active learning increases student performance in science, engineering, and mathematics
- Identification of Threshold Concepts for Biochemistry
- Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, by Susan R.Singer, Natalie R.Nielsen, and Heidi A.Schweingruber (Eds.). National Academies Press, Washington, DC, USA, 2012. xi + 264 pp. ISBN 978-0-309-25411-3.
- Impact of Undergraduate Science Course Innovations on Learning
- Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
- Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report
- Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors
- Does Active Learning Work? A Review of the Research
- Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering.
- Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist
- Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom
- Framework for design and evaluation of complex interventions to improve health
- Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
Cited by
- Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
- How is science taught? A program level measurement of how we teach 21st century undergraduates
- Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses
- Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences
- Student Buy-In to Active Learning in a College Science Course
- How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments
- Insights from Small-N Studies
- How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study
- Using Backward Design in Education Research: A Research Methods Essay
- Document co-citation analysis to enhance transdisciplinary research
- Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course
- The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format
- A learning philosophy assignment positively impacts student learning outcomes
- Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment
- CBE—Life Sciences Education: the story of a “great journal scientists might be caught reading”
- Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning
- Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach
- Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses
- Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos
- Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion
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