Approaches to biology teaching and learning: understanding the wrong answers--teaching toward conceptual change
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Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab.Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success.Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology CourseThe synaptic challenge.Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts.Nothing in evolution makes sense except in the light of DNA.From the National Academies: ongoing challenges to evolution education: resources and activities of the National AcademiesTeaching more by lecturing less.The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology.A diagnostic assessment for introductory molecular and cell biology.Using literature and innovative assessments to ignite interest and cultivate critical thinking skills in an undergraduate neuroscience course.Active learning not associated with student learning in a random sample of college biology courses.Visualizing protein interactions and dynamics: evolving a visual language for molecular animation.Biology undergraduates' misconceptions about genetic drift.Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.Manipulatives-based laboratory for majors biology - a hands-on approach to understanding respiration and photosynthesis.Clickers in the large classroom: current research and best-practice tips.Six classroom exercises to teach natural selection to undergraduate biology studentsToo much content, not enough thinking, and too little fun!Using clickers to facilitate development of problem-solving skills.Osmosis and diffusion conceptual assessment.Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.A Hands-On Activity to Demonstrate the Central Dogma of Molecular Biology Via a Simulated VDJ Recombination Activity.A deliberate practice approach to teaching phylogenetic analysisUsing clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions.Fostering improved anatomy and physiology instructor pedagogy.Glucose as the sole metabolic fuel: overcoming a misconception using conceptual change to teach the energy-yielding metabolism to Brazilian high school students.Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework.Cell biology should be taught as science is practised.A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills †.Bacterial Survivor: An Interactive Game that Combats Misconceptions about Antibiotic ResistanceInvestigation of Students’ Alternative Conceptions of Terms and Processes of Gene Technology
P2860
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P2860
Approaches to biology teaching and learning: understanding the wrong answers--teaching toward conceptual change
description
2005 nî lūn-bûn
@nan
2005 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2005 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2005年の論文
@ja
2005年論文
@yue
2005年論文
@zh-hant
2005年論文
@zh-hk
2005年論文
@zh-mo
2005年論文
@zh-tw
2005年论文
@wuu
name
Approaches to biology teaching ...... ching toward conceptual change
@ast
Approaches to biology teaching ...... ching toward conceptual change
@en
type
label
Approaches to biology teaching ...... ching toward conceptual change
@ast
Approaches to biology teaching ...... ching toward conceptual change
@en
prefLabel
Approaches to biology teaching ...... ching toward conceptual change
@ast
Approaches to biology teaching ...... ching toward conceptual change
@en
P356
P1476
Approaches to biology teaching ...... ching toward conceptual change
@en
P2093
Deborah Allen
Kimberly Tanner
P304
P356
10.1187/CBE.05-02-0068
P577
2005-01-01T00:00:00Z