The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It

por Petersen, Christina I., Baepler, Paul, Beitz, Al, Ching, Paul, Gorman, Kristen S., Neudauer, Cheryl L., Rozaitis, William, Walker, J. D., Wingert, Deb
Publicado 2020

Design-Based Research: A Methodology to Extend and Enrich Biology Education Research

por Scott, Emily E., Wenderoth, Mary Pat, Doherty, Jennifer H.
Publicado 2020

Navigating Tensions of Research and Teaching: Biology Graduate Students’ Perceptions of the Research–Teaching Nexus within Ecological Contexts

por Reid, Joshua W., Gardner, Grant E.
Publicado 2020

Mentoring Structures and the Types of Support Provided to Early-Year Undergraduate Researchers

por Ceyhan, Gaye D., Tillotson, John W.
Publicado 2020

Evaluation of a Questionnaire Measuring University Students’ Sense of Belonging to and Involvement in a Biology Department

por Knekta, Eva, Chatzikyriakidou, Kyriaki, McCartney, Melissa
Publicado 2020

Participation in Biology Education Research Influences Students’ Epistemic Development

por Lee, Dennis, Wright, Mallory, Faber, Courtney, Kennedy, Cazembe, Dittrich-Reed, Dylan
Publicado 2021

Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

por Zuckerman, Austin L., Lo, Stanley M.
Publicado 2021

Persistence of the “Moving Things Are Alive” Heuristic into Adulthood: Evidence from EEG

por Skelling-Desmeules, Yannick, Brault Foisy, Lorie-Marlène, Potvin, Patrice, Lapierre, Hugo G., Ahr, Emmanuel, Léger, Pierre-Majorique, Masson, Steve, Charland, Patrick
Publicado 2021

Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses

por Odom, Sara, Boso, Halle, Bowling, Scott, Brownell, Sara, Cotner, Sehoya, Creech, Catherine, Drake, Abby Grace, Eddy, Sarah, Fagbodun, Sheritta, Hebert, Sadie, James, Avis C., Just, Jan, St. Juliana, Justin R., Shuster, Michele, Thompson, Seth K., Whittington, Richard, Wills, Bill D., Wilson, Alan E., Zamudio, Kelly R., Zhong, Min, Ballen, Cissy J.
Publicado 2021

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

por Jeong, Soojeong, Blaney, Jennifer M., Feldon, David F.
Publicado 2019

Scalable Science Education via Online Cooperative Questioning

por Hilton, Courtney B., Goldwater, Micah B., Hancock, Dale, Clemson, Matthew, Huang, Alice, Denyer, Gareth
Publicado 2022

Integrating Critical Approaches into Quantitative STEM Equity Work

por Pearson, Meaghan I., Castle, Sarah D., Matz, Rebecca L., Koester, Benjamin P., Byrd, W. Carson
Publicado 2022

Evaluation of breast stiffness pathology based on breast compression during mammography: Proposal for novel breast stiffness scale classification

por Prokop, Jiří, Maršálek, Pavel, Sengul, Ilker, Pelikán, Anton, Janoutová, Jana, Horyl, Petr, Roman, Jan, Sengul, Demet, Junior, José Maria Soares
Publicado 2022

Using Systems and Systems Thinking to Unify Biology Education

por Momsen, Jennifer, Speth, Elena Bray, Wyse, Sara, Long, Tammy
Publicado 2022

Exploring Two-Year College Biology Instructors’ Preferences around Teaching Strategies and Professional Development

por Wise, Sarah B., Archie, Tim, Laursen, Sandra
Publicado 2022

Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities

por Gin, Logan E., Pais, Danielle, Cooper, Katelyn M., Brownell, Sara E.
Publicado 2022

Evidence for Professional Conceptualization in Science as an Important Component of Science Identity

por Huffmyer, Ariana S., O’Neill, Tara, Lemus, Judith D.
Publicado 2022

Motivating and Shaping Scientific Argumentation in Lab Reports

por Gouvea, Julia, Appleby, Lara, Fu, Liren, Wagh, Aditi
Publicado 2022

“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses

por Casper, A. M. Aramati, Rebolledo, Nico, Lane, A. Kelly, Jude, Luke, Eddy, Sarah L.
Publicado 2022

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

por Greenall, Rebeka F., Bailey, Elizabeth G.
Publicado 2022