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    793 results match your criteria CBE life sciences education[Journal]

    1 OF 16

    Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences.
    CBE Life Sci Educ 2018 ;17(1)
    University of California, San Francisco, San Francisco, CA 94143
    The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. Read More

    Āwhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Māori and Pacific Success in STEM Disciplines.
    CBE Life Sci Educ 2018 ;17(1)
    Āwhina Research, Wellington 6012, New Zealand.
    Māori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Rōpū Āwhina (Āwhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce Māori and Pacific professionals in STEM disciplines who contribute to Māori and Pacific community development and leadership. A hierarchical Bayesian approach was used to estimate posterior standardized completion rates for 3-year undergraduate and 2-year postgraduate degrees undertaken by non-Māori-Pacific and Māori-Pacific students. Read More

    The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy.
    CBE Life Sci Educ 2018 ;17(1)
    Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706.
    To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U. Read More

    How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Chemistry, Purdue University, West Lafayette, IN 47907
    To keep biochemistry instruction current and relevant, it is crucial to expose students to cutting-edge scientific research and how experts reason about processes governed by thermodynamics and kinetics such as protein folding and dynamics. This study focuses on how experts explain their research into this topic with the intention of informing instruction. Previous research has modeled how expert biologists incorporate research methods, social or biological context, and analogies when they talk about their research on mechanisms. Read More

    Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Genetics, University of Georgia, Athens, GA 30602
    Active-learning strategiesimprove science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. Read More

    Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Genetics, University of Georgia, Athens, GA 30602
    Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. Read More

    Benefit-Cost Analysis of Undergraduate Education Programs: An Example Analysis of the Freshman Research Initiative.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
    Institutions and administrators regularly have to make difficult choices about how best to invest resources to serve students. Yet economic evaluation, or the systematic analysis of the relationship between costs and outcomes of a program or policy, is relatively uncommon in higher education. This type of evaluation can be an important tool for decision makers considering questions of resource allocation. Read More

    Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations.
    CBE Life Sci Educ 2018 ;17(1)
    Biology Department, Pacific Lutheran University, Tacoma, WA 98447
    Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. Read More

    Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course.
    CBE Life Sci Educ 2018 ;17(1)
    Center for Teaching and Learning, Yale University, New Haven, CT 06511.
    There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' (= 245)in the instructor-defined as perceptions of their instructor's understanding, acceptance, and care-and students' attitudes toward learning within an anatomy and physiology course featuring active learning. Read More

    Group Work.
    CBE Life Sci Educ 2018 ;17(1)
    Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203
    Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by(). Read More

    A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Psychology, California State University San Marcos, San Marcos, CA 92096.
    African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. Read More

    Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.
    CBE Life Sci Educ 2018 ;17(1)
    Biology Department, Boston College, Chestnut Hill, MA 02467.
    Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. Read More

    Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills.
    CBE Life Sci Educ 2018 ;17(1)
    School of Molecular Biosciences, Washington State University, Pullman, WA 99164.
    identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of undergraduate instruction. Read More

    Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners.
    CBE Life Sci Educ 2017 Dec;17(1)
    Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
    In this article, we begin to unpack the phenomenon of representational competence by exploring how arrow symbols are used in introductory biology textbook figures. Out of 1214 figures in an introductory biology textbook, 632 (52%) of them contained arrows that were used to represent many different concepts or processes. Analysis of these figures revealed little correlation between arrow style and meaning. Read More

    Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Biology Education, University of Kiel, 24118 Kiel, Germany
    Energy is an important concept in all natural sciences, and a challenging one for school science education. Students' conceptual knowledge of energy is often low, and they entertain misconceptions. Educational research in science and mathematics suggests that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students' knowledge of abstract concepts such as energy. Read More

    Energy Connections and Misconnections across Chemistry and Biology.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322.
    Despite the number of university students who take courses in multiple science disciplines, little is known about how they connect concepts between disciplines. Energy is a concept that underlies all scientific phenomena and, as such, provides an appropriate context in which to investigate student connections and misconnections across disciplines. In this study, university students concurrently enrolled in introductory chemistry and biology were interviewed to explore their perceptions of the integration of energy both within and across the disciplines, and how they attempted to accommodate and reconcile different disciplinary approaches to energy, to inform future, interdisciplinary course reform. Read More

    Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Biology, Duke University, Durham, NC 27708.
    Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. Read More

    Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.
    CBE Life Sci Educ 2018 ;17(1)
    Department of Biology, San Francisco State University, San Francisco, CA 94132
    Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. Read More

    Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course.
    CBE Life Sci Educ 2018 ;17(1)
    Biology Department, Boston College, Chestnut Hill, MA 02467
    National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Read More

    Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.
    CBE Life Sci Educ 2017 ;16(4)
    Association of American Universities, Washington, DC 20005
    Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. Read More

    Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification.
    CBE Life Sci Educ 2017 ;16(4)
    Department of Biochemistry & Molecular Biology, Michigan State University East Lansing, MI 48824.
    National calls for improving science education (e.g.,) emphasize the need to learn disciplinary core ideas through scientific practices. Read More

    Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.
    CBE Life Sci Educ 2017 ;16(4)
    School of Biological Sciences, University of Nebraska, Lincoln, NE 68588
    The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Read More

    Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE).
    CBE Life Sci Educ 2017 ;16(4)
    Department of Biology, St. Olaf College, Northfield, MN 55057
    Multiple reports highlight the increasingly quantitative nature of biological research and the need to innovate means to ensure that students acquire quantitative skills. We present a tool to support such innovation. The Biological Science Quantitative Reasoning Exam (BioSQuaRE) is an assessment instrument designed to measure the quantitative skills of undergraduate students within a biological context. Read More

    A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences.
    CBE Life Sci Educ 2017 ;16(4)
    Department of Physiology, Emory University, Atlanta, GA 30322.
    How does the United States maintain the highest-quality research and teaching in its professional science workforce and ensure that those in this workforce are effectively trained and representative of national demographics? In the pathway to science careers, the postdoctoral stage is formative, providing the experiences that define the independent work of one's first faculty position. It is also a stage in which underrepresented minorities (URMs) disproportionately lose interest in pursuing academic careers in science and, models suggest, a point at which interventions to increase proportions of URMs in such careers could be most effective. We present a mixed-methods, case study analysis from 17 years of the Fellowships in Research and Science Teaching (FIRST) postdoctoral program, to our knowledge the largest and longest continuously running science postdoctoral program in the United States. Read More

    Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model.
    CBE Life Sci Educ 2017 ;16(4)
    Feinberg School of Medicine, Northwestern University, Chicago, IL 60611
    Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel academic career "coaching" intervention, one aim of which was to provide supplementary social support for PhD students, particularly those from underrepresented backgrounds. Read More

    Undergraduate Performance in Solving Ill-Defined Biochemistry Problems.
    CBE Life Sci Educ 2017 ;16(4)
    Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131.
    With growing interest in promoting skills related to the scientific process, we studied performance in solving ill-defined problems demonstrated by graduating biochemistry majors at a public, minority-serving university. As adoption of techniques for facilitating the attainment of higher-order learning objectives broadens, so too does the need to appropriately measure and understand student performance. We extended previous validation of the Individual Problem Solving Assessment (IPSA) and administered multiple versions of the IPSA across two semesters of biochemistry courses. Read More

    A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE).
    CBE Life Sci Educ 2017 ;16(4)
    Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85287
    Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students' perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students' perceived conflict between religion and evolution because of differences in the religious cultures and beliefs of instructors and students. Read More

    Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments.
    CBE Life Sci Educ 2017 ;16(4)
    Center for Education Innovation & Learning in the Sciences and Department of Microbiology, Immunology, and Molecular Genetics, Divisions of Life and Physical Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095.
    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 active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. Read More

    Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory.
    CBE Life Sci Educ 2017 ;16(4)
    Graduate School of Genome Science and Technology, University of Tennessee Oak Ridge National Laboratory.
    Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Read More

    Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs.
    CBE Life Sci Educ 2017 ;16(4)
    Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281
    Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. Read More

    Students in Fully Online Programs Report More Positive Attitudes toward Science Than Students in Traditional, In-Person Programs.
    CBE Life Sci Educ 2017 ;16(4)
    School of Earth and Space Exploration, Arizona State University, Tempe, AZ 85287-6004.
    Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person ("traditional") degree programs. Because previous work has shown students' attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. Read More

    The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.
    CBE Life Sci Educ 2017 ;16(4)
    Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, 5036 Bergen, Norway.
    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. Read More

    The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.
    CBE Life Sci Educ 2017 ;16(4)
    Center for Educational Effectiveness, Department of Undergraduate Education.
    Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. Read More

    AReform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning.
    CBE Life Sci Educ 2017 ;16(4)
    Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996.
    Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors' two-course introductory sequence as outlined by thefinal report. One goal of the curricular reform was to integrate core biological concepts and competencies into the courses using AL pedagogical approaches. Read More

    Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.
    CBE Life Sci Educ 2017 ;16(4)
    Department of Ecology & Evolutionary Biology, Cornell University, Ithaca, NY 14853.
    Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Read More

    Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance.
    CBE Life Sci Educ 2017 ;16(3)
    SEPAL: The Science Education Partnership and Assessment Laboratory, Department of Biology, San Francisco State University, San Francisco, CA 94132
    Natural selection is a central concept throughout biology; however, it is a process frequently misunderstood. Bacterial resistance to antibiotic medications provides a contextual example of the relevance of evolutionary theory and is also commonly misunderstood. While research has shed light on student misconceptions of natural selection, minimal study has focused on misconceptions of antibiotic resistance. Read More

    What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
    CBE Life Sci Educ 2017 ;16(3)
    Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
    We conducted a study of 19 biology instructors participating in small, local groups at six research-intensive universities connected to the Automated Analysis of Constructed Response (AACR) project (∼aacr). Read More

    Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology.
    CBE Life Sci Educ 2017 ;16(3)
    Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
    Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical representations involves quantitative and disciplinary concepts and skills. Past studies document student difficulties with graphing within the contexts of classroom or national assessments without evaluating student reasoning. Read More

    Investigating Novice and Expert Conceptions of Genetically Modified Organisms.
    CBE Life Sci Educ 2017 ;16(3)
    Department of Biology, San Francisco State University, San Francisco, CA 94132
    The aspiration of biology education is to give students tools to apply knowledge learned in the classroom to everyday life. Genetic modification is a real-world biological concept that relies on an in-depth understanding of the molecular behavior of DNA and proteins. This study investigated undergraduate biology students' conceptions of genetically modified organisms (GMOs) when probed with real-world, molecular and cellular, and essentialist cues, and how those conceptions compared across biology expertise. Read More

    Providing Experiential Business and Management Training for Biomedical Research Trainees.
    CBE Life Sci Educ 2017 ;16(3)
    Office of Biomedical Research Education and Training, Vanderbilt University School of Medicine, Nashville, TN 37232
    Many biomedical PhD trainees lack exposure to business principles, which limits their competitiveness and effectiveness in academic and industry careers. To fill this training gap, we developed Business and Management Principles for Scientists, a semester-long program that combined didactic exposure to business fundamentals with practical team-based projects aimed at solving real business problems encountered by institutional shared--resource core facilities. The program also included a retreat featuring presentations by and networking with local life science entrepreneurs and final team presentations to expert judges. Read More

    The DNA Triangle and Its Application to Learning Meiosis.
    CBE Life Sci Educ 2017 ;16(3)
    Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623.
    Although instruction on meiosis is repeated many times during the undergraduate curriculum, many students show poor comprehension even as upper-level biology majors. We propose that the difficulty lies in the complexity of understanding DNA, which we explain through a new model, theThe DNA triangle integrates three distinct scales at which one can think about DNA:,, andThrough analysis of interview and survey data from biology faculty and students through the lens of the DNA triangle, we illustrate important differences in how novices and experts are able to explain the concepts of,, andSimilarly, analysis of passages from 16 different biology textbooks shows a large divide between introductory and advanced material, with introductory books omitting explanations of meiosis-linked concepts at thelevel of DNA. Finally, backed by textbook findings and feedback from biology experts, we show that the DNA triangle can be applied to teaching and learning meiosis. Read More

    Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.
    CBE Life Sci Educ 2017 ;16(3)
    Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). Read More

    Do Biology MajorsDiffer from Non-STEM Majors?
    CBE Life Sci Educ 2017 ;16(3)
    Department of Biology Teaching and Learning, College of Biological Sciences, University of Minnesota, Minneapolis, MN 55455.
    Recent calls to action urge sweeping reform in science education, advocating for improved learning forstudents-including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences-if any exist-between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non-STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Read More

    Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.
    CBE Life Sci Educ 2017 ;16(3)
    Calgary Board of Education, Calgary, AB T2R 0L4, Canada.
    In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Read More

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