Adapting Undergraduate Biology to Include Science Practices by Teaching Students to Generate Scientific Explanations-Reference-Cited by-同舟云学术

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Adapting Undergraduate Biology to Include Science Practices by Teaching Students to Generate Scientific Explanations

Published:2024-03-13 Issue: Volume: Page:1-16
ISSN:0021-9266
Container-title:Journal of Biological Education
language:en
Short-container-title:Journal of Biological Education

Author:

Honig Susanna E.¹^ORCID,Dunkin Robin²^ORCID,Ball Tamara³,Hunter Lisa⁴

Affiliation:

1. Academic Excellence Program, University of California Santa Cruz, Santa Cruz, CA, USA

2. Ecology & Evolutionary Biology Department, University of California, Santa Cruz, CA, USA

3. Baskin School of Engineering, University of California Santa Cruz, Santa Cruz, CA, USA

4. Institute for Scientist & Engineer Educators, University of California, Santa Cruz, CA, USA

Funder

Howard Hughes Medical Institute

National Science Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00219266.2024.2320114

Reference43 articles.

1. The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course

2. Ambrose, S., M. Lovett, M. Bridges, M. DiPietro, and M. Norman. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

3. Aronson, E., C. Stephan, J. Sikes, N. Blaney, and M. Snapp. 1978. The Jigsaw Classroom. Beverly Hills, CA: Sage Publication.

4. Learning and Scientific Reasoning

5. Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

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