The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Innovations in Teaching Undergraduate Biology and Why We Need Them
Abstract
A growing revolution is under way in the teaching of introductory science to undergraduates. It is driven by concerns about American competitiveness as well as results from recent educational research, which explains why traditional teaching approaches in large classes fail to reach many students and provides a basis for designing improved methods of instruction. Discipline-based educational research in the life sciences and other areas has identified several innovative promising practices and demonstrated their effectiveness for increasing student learning. Their widespread adoption could have a major impact on the introductory training of biology students.
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Citations
Cites
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The Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791 · cited 1×
“Frequent quizzes can also serve as formative assessment, and research has shown that taking tests after studying leads to significantly more learning than studying alone (Karpicke & Roediger 2008, Klionsky 2008).”
BackgroundCooperative Learning Returns To College What Evidence Is There That It Works?
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998) · Change: The Magazine of Higher Learning · doi:10.1080/00091389809602629 · Cited by 1,011
Undergraduate Student-Faculty Research Partnerships Affect Studen Retention
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998) · The Review of Higher Education · doi:10.1353/rhe.1998.0016 · Cited by 724
Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology
Crowe, A., Dirks, C., & Wenderoth, M. P. (2008) · CBE—Life Sciences Education · doi:10.1187/cbe.08-05-0024 · Cited by 629
Prescribed Active Learning Increases Performance in Introductory Biology
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Cited by
Henderson, C., Beach, A., & Finkelstein, N. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20439 · Cited by 1,055
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs
Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011) · BioScience · doi:10.1525/bio.2011.61.7.9 · Cited by 420
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
Laverty, J. T., Underwood, S. M., Matz, R. L., Posey, L. A., Carmel, J. H., Caballero, M. D., Fata-Hartley, C. L., Ebert-May, D., Jardeleza, S. E., & Cooper, M. M. (2016) · PLOS ONE · doi:10.1371/journal.pone.0162333 · Cited by 262
The impact of grades on student motivation
Chamberlin, K., Yasué, M., & Chiang, I.-C. A. (2023) · Active Learning in Higher Education · doi:10.1177/1469787418819728 · Cited by 149
Metadata
- Authors
- Wood, W. B.
- Venue
- Annual Review of Cell and Developmental Biology
- Publisher
- Annual Reviews
- Published
- 2009-11-01
- Volume
- 25
- Issue
- 1
- Pages
- 93-112
- ISSN
- 1081-0706 (ISSN-L)
- 1530-8995
- OpenAlex
- W2108377576
- Cited by
- 267
- References
- 10
- FWCI
- 21.46
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
