Zobrazeno 1 - 10
of 156
pro vyhledávání: '"Sara E, Brownell"'
Publikováno v:
Evolution: Education and Outreach, Vol 17, Iss 1, Pp 1-15 (2024)
Abstract Background Some of the most consistent factors associated with college students’ evolution acceptance are how much they know about evolution (understanding), and the extent to which they identify as religious (religiosity). However, few st
Externí odkaz:
https://doaj.org/article/2b8389991bfc40ff9cce369e5f73e4c5
Autor:
Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz
Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-20 (2024)
Abstract Background Large introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate a
Externí odkaz:
https://doaj.org/article/471a8daaafc84fe983cebd413bf6af14
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:
Chris Mead, Chad Price, Logan E Gin, Ariel D Anbar, James P Collins, Paul LePore, Sara E Brownell
Publikováno v:
PLoS ONE, Vol 18, Iss 10, p e0288748 (2023)
Fully online degree programs are an increasingly important part of the higher education ecosystem. Among the many challenges raised by the growth of fully online courses and degree programs is the question: Are institutions providing online students
Externí odkaz:
https://doaj.org/article/a7f61318d8144517b794fc8b6832650e
Publikováno v:
Journal of Microbiology & Biology Education, Vol 23, Iss 3 (2022)
ABSTRACT Evolution is one of the most important concepts in biology, but it is rejected by a substantial percentage of religious students due to a perceived conflict with their religious beliefs. The use of religious cultural competence in evolution
Externí odkaz:
https://doaj.org/article/f09c5c288554453c88e96145190a6ed3
Publikováno v:
Evolution: Education and Outreach, Vol 14, Iss 1, Pp 1-14 (2021)
Abstract 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 teachin
Externí odkaz:
https://doaj.org/article/ad02812189714326a5d460eaee4e5793
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-17 (2021)
Abstract Background Undergraduate research experiences are becoming essential for pursuing future opportunities in science, but little has been done to identify what factors predict which students get to participate in research and which students do
Externí odkaz:
https://doaj.org/article/7d12ac2e097842c5a28da8aafe89adc1
Publikováno v:
Journal of Microbiology & Biology Education, Vol 23, Iss 1 (2022)
ABSTRACT The COVID-19 pandemic resulted in nearly all universities transitioning their in-person courses to online instruction. Recent work from our research team conducted in Spring 2020 established that the immediate transition to online learning p
Externí odkaz:
https://doaj.org/article/56e9cdb817c34cc58b25ca8d50081f22
Publikováno v:
Journal of Microbiology & Biology Education, Vol 23, Iss 1 (2022)
ABSTRACT Student incivility, defined as a student behavior perceived to be disrespectful or disruptive to the overall learning environment in a course, can negatively affect the science learning environment and instructors. The transition to online s
Externí odkaz:
https://doaj.org/article/eeedabf1a6b9435a9f9cfe1af865f728
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-18 (2020)
Abstract Background Concealable stigmatized identities (CSIs) are identities that can be kept hidden or invisible and that carry negative stereotypes. Depression is one of the most common CSIs among undergraduates. However, to our knowledge, no studi
Externí odkaz:
https://doaj.org/article/4a0951093ad94a92a4e8bd1588474a96