Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants-Reference-Cited by-同舟云学术

Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants

Published:2023-06 Issue:2 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Petchey Sara¹,Treagust David²,Niebert Kai¹

Affiliation:

1. Institute of Education, University of Zurich, Zurich 8001, Switzerland

2. School of Education, Curtin University, Perth 6845, Australia

Abstract

Effective analogies can support science teaching at university but require systematic planning, bridges to student prior knowledge, and active student interaction to find the analogy’s strengths and limitations. This analysis of graduate teaching assistants’ analogies in a professional development module showed the utility of a structured guide to analogy design.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference53 articles.

1. Teacher Knowledge for Active-Learning Instruction: Expert–Novice Comparison Reveals Differences

2. Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry

3. Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom

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