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Styers, Melanie L.; Van Zandt, Peter A.; Hayden, Katherine L. – CBE - Life Sciences Education, 2018
Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in (1) an introductory…
Descriptors: Active Learning, Biological Sciences, Science Instruction, Critical Thinking
Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie – CBE - Life Sciences Education, 2013
Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted…
Descriptors: Biology, College Science, Introductory Courses, Undergraduate Students
Parker, Joyce M.; Anderson, Charles W.; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark – CBE - Life Sciences Education, 2012
We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific…
Descriptors: Scientific Principles, Energy, Botany, Misconceptions
Freeman, Scott; Parks, John W. – CBE - Life Sciences Education, 2010
Previously we showed that weekly, written, timed, and peer-graded practice exams help increase student performance on written exams and decrease failure rates in an introductory biology course. Here we analyze the accuracy of peer grading, based on a comparison of student scores to those assigned by a professional grader. When students graded…
Descriptors: Grading, Biology, Peer Evaluation, Comparative Analysis
Quitadamo, Ian J.; Faiola, Celia L.; Johnson, James E.; Kurtz, Martha J. – CBE - Life Sciences Education, 2008
National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are…
Descriptors: General Education, College Graduates, Biology, Critical Thinking