Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Elena Bray Speth"'
Publikováno v:
Journal of Microbiology & Biology Education, Vol 25, Iss 3 (2024)
ABSTRACT Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement i
Externí odkaz:
https://doaj.org/article/192d0a5679b04c1faab75f1366805af6
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Externí odkaz:
https://doaj.org/article/5c196db3133b4f16a18a0204af987688
Autor:
Amanda J Sebesta, Elena Bray Speth
Publikováno v:
PLoS ONE, Vol 18, Iss 7, p e0287313 (2023)
Students' use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with
Externí odkaz:
https://doaj.org/article/b73f4a331d2b4ad9abc3a2230b7425cc
Publikováno v:
CBE—Life Sciences Education. 21
As biological science rapidly generates new knowledge and novel approaches to address increasingly complex and integrative questions, biology educators face the challenge of teaching the next generation of biologists and citizens the skills and knowl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::78f92c61dc7f9526240deb401acf7cb9
https://doi.org/10.1187/cbe.21-05-0118
https://doi.org/10.1187/cbe.21-05-0118
Autor:
Amanda J. Sebesta, Elena Bray Speth
Publikováno v:
CBE Life Sciences Education
Within the context of a large-enrollment, introductory biology course, this study identifies which self-regulated learning strategies that students reported using are associated with higher exam grades and with improvement in exam grades early in the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::120db7b1f3b5f925ed1b0c06d0a9b16e
http://europepmc.org/articles/PMC5459248
http://europepmc.org/articles/PMC5459248
Autor:
Jennifer L. Momsen, Tammy M. Long, Elena Bray Speth, Ranya Taqieddin, Paul Le, Adam Reinagel, Neil Shaw
Publikováno v:
CBE Life Sciences Education
Introductory biology students struggle to incorporate the molecular genetic origin of variation in their evolutionary reasoning framework. Meaningful learning of this concept may require 1) multiple cycles of instruction, assessment, and feedback; an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ef3a0f956422ac14a306fd43210b11eb
https://doi.org/10.1187/cbe.14-02-0020
https://doi.org/10.1187/cbe.14-02-0020
Publikováno v:
Journal of Research in Science Teaching. 50:639-659
Research in contemporary biology has become increasingly complex and organized around understanding biological processes in the context of systems. To better reflect the ways of thinking required for learning about systems, we developed and implement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3214b740ce998b0829d8f9e8fcdf0a2b
https://doi.org/10.1002/tea.21094
https://doi.org/10.1002/tea.21094
Publikováno v:
Plant Physiology. 149:1824-1837
Membrane trafficking plays a fundamental role in eukaryotic cell biology. Of the numerous known or predicted protein components of the plant cell trafficking system, only a relatively small subset have been characterized with respect to their biologi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dfd8702a75d829f99b59b500fd1c27ac
https://doi.org/10.1104/pp.108.132092
https://doi.org/10.1104/pp.108.132092
Publikováno v:
Current Opinion in Plant Biology. 10:580-586
To successfully colonize plants, pathogens have evolved a myriad of virulence factors that allow them to manipulate host cellular pathways in order to gain entry into, multiply and move within, and eventually exit the host for a new infection cycle.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cd804ecbef1cfa9e07d68b2a750b757e
https://doi.org/10.1016/j.pbi.2007.08.003
https://doi.org/10.1016/j.pbi.2007.08.003
Autor:
Adam Reinagel, Elena Bray Speth
Publikováno v:
CBE Life Sciences Education
Introductory biology students' conceptual models of how genes determine phenotypes elicit and reveal specific systems-thinking abilities.
In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently
In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c2e352fd92eec7523eb304b175b920df
https://doi.org/10.1187/cbe.15-04-0105
https://doi.org/10.1187/cbe.15-04-0105