Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Tyler A Kummer"'
Publikováno v:
PLoS ONE, Vol 8, Iss 8, p e70270 (2013)
This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-l
Externí odkaz:
https://doaj.org/article/8c2f16b6e74345bdb4e84df88d9e167e
Publikováno v:
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 389-398 (2016)
Darwin described evolution as “descent with modification.” Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relat
Externí odkaz:
https://doaj.org/article/017db8c196ae4b439c40a68583af8bdc
Publikováno v:
Journal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
Despite the importance of tree-thinking and evolutionary trees to biology, no appropriately developed concept inventory exists to measure student understanding of these important concepts. To address this need, we developed a multiple-choice concept
Externí odkaz:
https://doaj.org/article/9a16482d4ad7402391afb0ca6afc9e20
Publikováno v:
Journal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
Education research within the STEM disciplines applies a scholarly approach to teaching and learning, with the intent of better understanding how people learn and of improving pedagogy at the undergraduate level. Most of the professionals practicing
Externí odkaz:
https://doaj.org/article/8b668714d08d4f4fa8d15d9c80ed6095
Publikováno v:
CBE Life Sciences Education
The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aim
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9d58ea5aeec6a25f8f6fc72312d834c0
https://pubmed.ncbi.nlm.nih.gov/32870092
https://pubmed.ncbi.nlm.nih.gov/32870092
Publikováno v:
Journal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education
Despite the importance of tree-thinking and evolutionary trees to biology, no appropriately developed concept inventory exists to measure student understanding of these important concepts. To address this need, we developed a multiple-choice concept
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6f0c5c37ccd0e68e01db9a634a8a4cd9
https://journals.asm.org/doi/10.1128/jmbe.v20i2.1700
https://journals.asm.org/doi/10.1128/jmbe.v20i2.1700
Publikováno v:
Journal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education
Education research within the STEM disciplines applies a scholarly approach to teaching and learning, with the intent of better understanding how people learn and of improving pedagogy at the undergraduate level. Most of the professionals practicing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::01288e78e44aee474476babd0ce5ad47
https://doi.org/10.1128/jmbe.v18i3.1367
https://doi.org/10.1128/jmbe.v18i3.1367
Publikováno v:
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education, Vol 17, Iss 3 (2016)
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 389-398 (2016)
Journal of Microbiology & Biology Education, Vol 17, Iss 3 (2016)
Journal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 389-398 (2016)
Darwin described evolution as “descent with modification.” Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1cd2bded8008b36b09478ceca36b7c6e
https://pubmed.ncbi.nlm.nih.gov/28101265
https://pubmed.ncbi.nlm.nih.gov/28101265
Publikováno v:
CBE Life Sciences Education
Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.
The “flipped classroom” is a learning
The “flipped classroom” is a learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c433e67ff3e8263c31d747e5b1f92c3
https://pubmed.ncbi.nlm.nih.gov/25699543
https://pubmed.ncbi.nlm.nih.gov/25699543
Publikováno v:
PLoS ONE
PLoS ONE, Vol 8, Iss 8, p e70270 (2013)
PLoS ONE, Vol 8, Iss 8, p e70270 (2013)
This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eb35c31f7657a553aadf936da4744fac
http://europepmc.org/articles/PMC3741288
http://europepmc.org/articles/PMC3741288