Increased structure and active learning reduce the achievement gap in introductory biology.
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A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science.Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom.The OpenPicoAmp: an open-source planar lipid bilayer amplifier for hands-on learning of neuroscienceA Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered TeachingUsing science songs to enhance learning: an interdisciplinary approach.Discouraged by Peer Excellence: Exposure to Exemplary Peer Performance Causes Quitting.Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.Scientific teaching: defining a taxonomy of observable practicesCharacterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques.STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities.Improving undergraduate STEM education: The efficacy of discipline-based professional development.Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation CollectionFirst-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory BiologyUnderstanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research.ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.Active learning increases student performance in science, engineering, and mathematics.Strategies for structuring interdisciplinary education in Systems Biology: an European perspective.Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology.Getting under the hood: how and for whom does increasing course structure work?Gender gaps in achievement and participation in multiple introductory biology classrooms.Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.Daily online testing in large classes: boosting college performance while reducing achievement gaps.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.Peer Assessment Enhances Student Learning: The Results of a Matched Randomized Crossover Experiment in a College Statistics Class.Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.Facilitating long-term changes in student approaches to learning scienceTransformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods.The Climate Experiences of Students in Introductory Biology.Reading, Writing, and Presenting Original Scientific Research: A Nine-Week Course in Scientific Communication for High School StudentsBrewing for Students: An Inquiry-Based Microbiology LabPeer learning and support of technology in an undergraduate biology course to enhance deep learningDoes the transition to an active-learning environment for the introductory course reduce students' overall knowledge of the various disciplines in biology?Closing achievement gaps with a utility-value intervention: Disentangling race and social classEvaluation to Improve a High School Summer Science Outreach Program.Using assessments to investigate and compare the nature of learning in undergraduate science courses.Using a physics experiment in a lecture setting to engage biology students with the concepts of Poiseuille's lawCognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity.Post-vision and change: do we know how to change?
P2860
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P2860
Increased structure and active learning reduce the achievement gap in introductory biology.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh-hant
name
Increased structure and active ...... t gap in introductory biology.
@en
Increased structure and active ...... t gap in introductory biology.
@nl
type
label
Increased structure and active ...... t gap in introductory biology.
@en
Increased structure and active ...... t gap in introductory biology.
@nl
prefLabel
Increased structure and active ...... t gap in introductory biology.
@en
Increased structure and active ...... t gap in introductory biology.
@nl
P356
P1433
P1476
Increased structure and active ...... t gap in introductory biology.
@en
P2093
Emile Pitre
Scott Freeman
P304
P356
10.1126/SCIENCE.1204820
P407
P577
2011-06-01T00:00:00Z