Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Ryan D P Dunk"'
Publikováno v:
PLoS Biology, Vol 14, Iss 3, p e1002398 (2016)
Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly be
Externí odkaz:
https://doaj.org/article/a5ce6e07138249769055b6ddf008b98f
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:
Mariah C. Maxwell, Julia J. Snyder, Ryan D. P. Dunk, Jeremy D. Sloane, Isabella Cannon, Jason R. Wiles
Publikováno v:
BMC Research Notes, Vol 16, Iss 1, Pp 1-4 (2023)
Abstract Objectives The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The
Externí odkaz:
https://doaj.org/article/c9bded760ebd40d5b76c0961bcbd8ecd
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 2, Iss 1, Pp 1-9 (2020)
Abstract Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-b
Externí odkaz:
https://doaj.org/article/6930e74f08784afc91e0edc3be97d611
Publikováno v:
Evolution: Education and Outreach, Vol 10, Iss 1, Pp 1-8 (2017)
Abstract Background Despite decades of education reform efforts, the percent of the general US population accepting biological evolution as the explanation for the diversity of life has remained relatively unchanged over the past 35 years. Previous w
Externí odkaz:
https://doaj.org/article/122c77f4e1604109bdb7fde608994da3
Autor:
Robin A. Costello, Abby E. Beatty, Ryan D. P. Dunk, Sharday N. Ewell, Jenna E. Pruett, Cissy J. Ballen
Publikováno v:
Research in Science Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d63005770cf1240daf260449c5c5a050
https://doi.org/10.1007/s11165-023-10101-0
https://doi.org/10.1007/s11165-023-10101-0
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 2, Iss 1, Pp 1-9 (2020)
Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-based tech
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1b7cb601d55ae6526afb4dfb9d951630
http://link.springer.com/article/10.1186/s43031-020-00020-9
http://link.springer.com/article/10.1186/s43031-020-00020-9
Publikováno v:
Evolution
Evolution: Education and Outreach, Vol 14, Iss 1, Pp 1-14 (2021)
Evolution: Education and Outreach, Vol 14, Iss 1, Pp 1-14 (2021)
Background Instructors can teach evolution using any number of species contexts. However, not all species contexts are equal, and taxa choice can alter both cognitive and affective elements of learning. This is particularly true when teaching evoluti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e6e41fc382408f4c5c0b5871e80746b2
https://pubmed.ncbi.nlm.nih.gov/34721753
https://pubmed.ncbi.nlm.nih.gov/34721753
Publikováno v:
Evolution: Education and Outreach, Vol 10, Iss 1, Pp 1-8 (2017)
Background Despite decades of education reform efforts, the percent of the general US population accepting biological evolution as the explanation for the diversity of life has remained relatively unchanged over the past 35 years. Previous work has s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::63279d46a011aca5af95ea09dc402034
http://link.springer.com/article/10.1186/s12052-017-0068-0
http://link.springer.com/article/10.1186/s12052-017-0068-0
Autor:
Michael Reiss, Anila Asghar, Sara E. Brownell, Emily M. Walter, B. Elijah Carter, Louise S. Mead, M. Elizabeth Barnes, Jason R. Wiles, Ryan D. P. Dunk, Brian Alters, Eugenie C. Scott, Craig E. Nelson, Louis S. Nadelson, Patricia H. Hawley, Amanda L. Glaze, Gale M. Sinatra, Sherry A. Southerland, Jamie L. Jensen, Sehoya Cotner, Briana Pobiner, Andrew Shtulman
Publikováno v:
Nature ecologyevolution. 3(3)
Researchers in various contexts have long struggled with an apparent disconnect between an individual’s level of understanding of biological evolution and their acceptance of it as an explanation for the history and diversity of life. Here, we disc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3f5e4c8d30b5758ec07018c7638a0e9c
https://pubmed.ncbi.nlm.nih.gov/30718854
https://pubmed.ncbi.nlm.nih.gov/30718854