Models in the Biology Classroom: An In-Class Modeling Activity on Meiosis

2017 ◽  
Vol 79 (6) ◽  
pp. 482-491 ◽  
Author(s):  
Natalia B. Hubbs ◽  
Kristin N. Parent ◽  
Jon R. Stoltzfus
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Learning Objectives ◽  
Learning Goals ◽  
Introductory Biology ◽  
Science Practices ◽  
Introductory Biology Course ◽  
Stem Education Reform ◽  
Interactive Activity

National STEM education reform efforts call for increased emphasis on science practices, such as modeling. We describe an activity where students read a scientific blog post relating human gametogenesis to disease and then during class develop a model explaining why defects in meiotic machinery cause this disease. This interactive activity was implemented in two sections of an introductory biology course, each exceeding 150 students. Overall, students responded positively to the activity, and based on follow-up exam questions addressing the main learning goals of the modeling activity, about 70 percent of students mastered the learning objectives associated with the modeling activity.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

2016 ◽  
Vol 15 (4) ◽  
pp. es8 ◽  
Author(s):  
Amy B. Mulnix
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Faculty Members ◽  
Pedagogical Change ◽  
Emergent Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Education Reform

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.

Sustaining STEM Education Reform

2014 ◽  
Vol 114 (6) ◽  
pp. 257-257 ◽  
Author(s):  
Carla C. Johnson
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Stem Education Reform
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