Zobrazeno 1 - 10
of 84
pro vyhledávání: '"Gili Marbach-Ad"'
Autor:
Rianna Teresa Murray, Gili Marbach-Ad, Kelsey McKee, Stephanie Lansing, Megan Elizabeth Winner, Amy Rebecca Sapkota
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions
Externí odkaz:
https://doaj.org/article/1bef71ded9734b73bece95ab57128ee4
Publikováno v:
Education Sciences, Vol 13, Iss 5, p 496 (2023)
Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms. However, many students and teachers still struggle to actualize the reformed vision of the modeling practice in
Externí odkaz:
https://doaj.org/article/913c3b864bbb4d0298dae6fdb173ab2b
Publikováno v:
Journal of Microbiology & Biology Education, Vol 22, Iss 3 (2021)
ABSTRACT Quantitative reasoning (QR) skills have become a critical competency for undergraduate biology students, and recommendations for curricular reform urge QR training throughout undergraduate biology programs. Much research has been directed at
Externí odkaz:
https://doaj.org/article/7b73b7146aa8415d9a6f51736e4e266d
Publikováno v:
PLoS ONE, Vol 16, Iss 9, p e0257872 (2021)
The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the desi
Externí odkaz:
https://doaj.org/article/8d85bb505014449ebeb13880c3609afa
Publikováno v:
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 360-369 (2016)
This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is t
Externí odkaz:
https://doaj.org/article/52cf397917124d6c9967341c427738e9
Publikováno v:
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 458-465 (2016)
This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and co
Externí odkaz:
https://doaj.org/article/8ef8e14b7d0642eda8369e89df45d76f
Publikováno v:
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 487-489 (2016)
Organismal Biology is the third introductory biology course taught at the University of Maryland. Students learn about the geometric, physical, chemical, and thermodynamic constraints that are common to all life, and their implications for the evolut
Externí odkaz:
https://doaj.org/article/9502ac5d9ecf4ab18a76e5ef69174338
Autor:
Gili Marbach-Ad, Jack Marr
Publikováno v:
Journal of Microbiology & Biology Education, Vol 19, Iss 3 (2018)
This research is a part of a longitudinal study of the Computation and Mathematics for Biological Networks (COMBINE) program at the University of Maryland. The mission of COMBINE is to train doctoral students from a wide range of fields to pursue int
Externí odkaz:
https://doaj.org/article/b2e16f3e684340d3a37830f8ca13f133
Autor:
Marcia A. Shofner, Gili Marbach-Ad
Publikováno v:
Journal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
This study presents an example for an activity that was implemented in a large enrollment (Principles of Ecology and Evolution) class to enhance student collaboration and critical thinking (e.g., graph interpretation and peer evaluation). In Spring 2
Externí odkaz:
https://doaj.org/article/12d99aceeaab49a39ef1e90cfb48c2d9
Autor:
Ann M. Stevens, Ann C. Smith, Gili Marbach-Ad, Sarah A. Balcom, John Buchner, Sandra L. Daniel, Jeffrey J. DeStefano, Najib M. El-Sayed, Kenneth Frauwirth, Vincent T. Lee, Kevin S. McIver, Stephen B. Melville, David M. Mosser, David L. Popham, Birgit E. Scharf, Florian D. Schubot, Richard W. Seyler, Patricia Ann Shields, Wenxia Song, Daniel C. Stein, Richard C. Stewart, Katerina V. Thompson, Zhaomin Yang, Stephanie A. Yarwood
Publikováno v:
Journal of Microbiology & Biology Education, Vol 18, Iss 1 (2017)
Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students’ understanding of key concepts, especially those prone to
Externí odkaz:
https://doaj.org/article/6a3203f4342c4b76af586e7503688783