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Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology

Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology

http://www.wikidata.org/entity/Q36992019

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Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.Antiviral drug research proposal activity A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data Design and testing of an assessment instrument to measure understanding of protein structure and enzyme inhibition in a new context.An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology Teaching students how to study: a workshop on information processing and self-testing helps students learn Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class.Using online lectures to make time for active learning Biological inquiry: a new course and assessment plan in response to the call to transform undergraduate biology Questions for assessing higher-order cognitive skills: it's not just Bloom's.The effects of the SUN project on teacher knowledge and self-efficacy regarding biological energy transfer are significant and long-lasting: results of a randomized controlled trial.Development of a meiosis concept inventory.Scientific teaching: defining a taxonomy of observable practices Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course.What's in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data.Teaching Pharmacology Graduate Students how to Write an NIH Grant Application.Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom.Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success.Promoting the Multidimensional Character of Scientific Reasoning.Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course.Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.Getting under the hood: how and for whom does increasing course structure work?Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology.Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning Combining peer discussion with instructor explanation increases student learning from in-class concept questions Student interpretations of phylogenetic trees in an introductory biology course.Increased course structure improves performance in introductory biology Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology.Assessment of learning gains associated with independent exam analysis in introductory biology.Active learning not associated with student learning in a random sample of college biology courses.We must teach more effectively: here are four ways to get started.The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?The grass isn't always greener: perceptions of and performance on open-note exams.

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Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology

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Alison Crowe

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Clarissa Dirks

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Mary Pat Wenderoth

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P2860

Approaches to cell biology teaching: questions about questions

Approaches to biology teaching and learning: from assays to assessments--on collecting evidence in science teaching.

Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course design

Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners

Assessing student learning

Assessment. Application of Bloom's taxonomy debunks the "MCAT myth".

Assessment of learning with multiple-choice questions.

Helping students make sense of physiological mechanisms: the "view from the inside".

Education. Scientific teaching.

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10.1187/CBE.08-05-0024

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