Zobrazeno 1 - 10
of 70
pro vyhledávání: '"Emily A. Holt"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Introduction and methodsThrough years of conversations, three discipline-based education researchers used a duoethnographic process to interrogate their own discipline-based education research (DBER) identities. We present a description of how these
Externí odkaz:
https://doaj.org/article/5c6699be3c87479faaaf654df789c3ed
Publikováno v:
Journal of Microbiology & Biology Education, Vol 25, Iss 2 (2024)
ABSTRACT Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how tho
Externí odkaz:
https://doaj.org/article/169915dddb1d45d5a26d7f6a1f29f1cd
Autor:
M. Elizabeth Barnes, Rahmi Q. Aini, James P. Collins, Ryan D. P. Dunk, Emily A. Holt, Jamie Jensen, Joanna R. Klein, Taya Misheva, Louis S. Nadelson, Michael J. Reiss, William L. Romine, Andrew Shtulman, Amanda L. Townley, Jason R. Wiles, Yi Zheng, Sara E. Brownell
Publikováno v:
Evolution: Education and Outreach, Vol 17, Iss 1, Pp 1-20 (2024)
Abstract Hundreds of studies have explored student evolution acceptance because evolution is a core concept of biology that many undergraduate biology students struggle to accept. However, this construct of “evolution acceptance” has been defined
Externí odkaz:
https://doaj.org/article/7b98504869fe4f4a9bcb05d04eb31ad6
Autor:
Jessica Duke, Emily A. Holt
Publikováno v:
Journal of Microbiology & Biology Education, Vol 25, Iss 1 (2024)
ABSTRACTPsychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD
Externí odkaz:
https://doaj.org/article/9021997d9d004a03ba36d233f1ae1026
Autor:
Jessica R. Duke, Emily A. Holt
Publikováno v:
Ecosphere, Vol 14, Iss 10, Pp n/a-n/a (2023)
Abstract Connection to nature has been linked to increased physical and mental health and increased performance of sustainable behaviors for individuals more connected to nature. Understanding why humans, especially younger generations, are connected
Externí odkaz:
https://doaj.org/article/2a17be2f3bd848a6817578f10fb94cab
Publikováno v:
Frontiers in Ecology and Evolution, Vol 11 (2023)
Urban development has drastically altered ecosystems with dramatic effects on avian diversity and community structure. Most studies investigating this phenomenon are conducted in large and established cities, with fewer conducted in areas of current
Externí odkaz:
https://doaj.org/article/715cafec7b0e4fac888c5edab9754a41
Publikováno v:
Frontiers in Education, Vol 8 (2023)
How can Science, Technology, Engineering, and Mathematics (STEM) faculty integrate a humanistic approach to create environments where students do not feel marginalized? Changes are necessary to address the historically exclusive climate and systemic
Externí odkaz:
https://doaj.org/article/655541bca1d741a28388cc5b10acc615
Publikováno v:
Frontiers in Education, Vol 8 (2023)
An emerging theme that has gained traction across science, technology, engineering, and mathematics (STEM) classrooms in recent decades is acknowledging who is responsible for the discoveries and content that we teach. Centering the human aspect of w
Externí odkaz:
https://doaj.org/article/ef0f7eda4bed4ffba6fdec2f4b9682e9
Goal-Setting among Biology Undergraduates during a Free-Choice Learning Experience at a Regional Zoo
Autor:
Ashley B. Heim, Emily A. Holt
Publikováno v:
Journal of Zoological and Botanical Gardens, Vol 2, Iss 4, Pp 610-624 (2021)
Free-choice learning occurs when individuals have autonomy in what and how they learn, and often takes place in informal settings such as zoos. To describe goal-setting and -achievement of biology undergraduates at a regional zoo, we primarily asked:
Externí odkaz:
https://doaj.org/article/2d4ba0e528b645d68f6d40af2411a593
Publikováno v:
Journal of Microbiology & Biology Education, Vol 23, Iss 1 (2022)
ABSTRACT There has always been a need for engaging assessments in online learning environments, though the COVID-19 pandemic further emphasized this need. Instructors across science, technology, engineering, and mathematics (STEM) disciplines have be
Externí odkaz:
https://doaj.org/article/53310c331ac7490f990357c5baa62921