Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 13 |
Descriptor
Comparative Analysis | 13 |
Thinking Skills | 13 |
Undergraduate Students | 10 |
Biology | 8 |
Science Instruction | 6 |
College Science | 5 |
Introductory Courses | 5 |
Academic Achievement | 4 |
Pretests Posttests | 4 |
Teaching Methods | 4 |
Active Learning | 3 |
More ▼ |
Source
CBE - Life Sciences Education | 13 |
Author
Publication Type
Journal Articles | 13 |
Reports - Research | 11 |
Reports - Evaluative | 2 |
Education Level
Higher Education | 13 |
Postsecondary Education | 6 |
Audience
Location
Alabama (Birmingham) | 1 |
California (Los Angeles) | 1 |
Canada (Ottawa) | 1 |
Colorado (Boulder) | 1 |
Illinois | 1 |
Michigan | 1 |
Nebraska | 1 |
Laws, Policies, & Programs
Pell Grant Program | 1 |
Assessments and Surveys
California Critical Thinking… | 1 |
SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
Stanton, Julie Dangremond; Dye, Kathryn Morris; Johnson, Me'Shae – CBE - Life Sciences Education, 2019
Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded…
Descriptors: Metacognition, Introductory Courses, Biology, Comparative Analysis
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
Nelson, Kari L.; Rauter, Claudia M.; Cutucache, Christine E. – CBE - Life Sciences Education, 2018
The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska…
Descriptors: Biological Sciences, Undergraduate Students, Mentors, Critical Thinking
Sellami, Nadia; Shaked, Shanna; Laski, Frank A.; Eagan, Kevin M.; Sanders, Erin R. – CBE - Life Sciences Education, 2017
Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of…
Descriptors: Academic Achievement, Active Learning, Introductory Courses, Science Instruction
Carnegie, Jacqueline – CBE - Life Sciences Education, 2015
Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary…
Descriptors: Foreign Countries, Physiology, Summative Evaluation, Feedback (Response)
Coley, John D.; Tanner, Kimberly – CBE - Life Sciences Education, 2015
Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed "misconceptions," among biology students across biological domains. In parallel, cognitive and developmental psychologists…
Descriptors: Intuition, Misconceptions, Biology, Science Instruction
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
Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses
Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate – CBE - Life Sciences Education, 2013
Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared…
Descriptors: Physics, Thinking Skills, Student Attitudes, Biology
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
Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill – CBE - Life Sciences Education, 2012
In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and…
Descriptors: Majors (Students), Class Size, Class Activities, Learning Activities
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
Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.; Bell, John D. – CBE - Life Sciences Education, 2006
In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those…
Descriptors: Feedback (Response), Academic Achievement, Program Effectiveness, Cytology