Teaching Interrupted: How COVID-19 Turned Thoughts into Practice-Reference-Cited by-同舟云学术

Teaching Interrupted: How COVID-19 Turned Thoughts into Practice

Published:2021-04-30 Issue:1 Volume:22 Page:
ISSN:1935-7877
Container-title:Journal of Microbiology & Biology Education
language:en
Short-container-title:J Microbiol Biol Educ.

Author:

Deutschman Megan C.¹,Hyson Audrey Rose¹,Seithers Laura C.¹,Jensen Murray²

Affiliation:

1. Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, Minnesota, USA 55455

2. Biology Teaching and Learning, University of Minnesota, Minneapolis, Minnesota, USA 55455

Abstract

The Community College Anatomy and Physiology Education Research (CAPER) project is a 2-year grant that provides a variety of professional development opportunities to community college instructors of Anatomy and Physiology in the United States. Instructors who participate in the CAPER project also take part in a larger research study that uses both qualitative and quantitative methods to track the instructors’ progress with adapting new teaching methods into their classrooms.

Publisher

American Society for Microbiology

Subject

General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education

Link

https://journals.asm.org/doi/pdf/10.1128/jmbe.v22i1.2613

Reference19 articles.

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3. Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

4. Accommodation of a scientific conception: Toward a theory of conceptual change

5. Reconceptalizing change in the cognitive construction of knowledge

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