Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity

CBE Life Sciences Education

Volumn 12, Issue 3, 2013, Pages 322-331

  Tanner, Kimberly D ^a  

^a SAN FRANCISCO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BEHAVIOR; BIOLOGY; EDUCATION; HUMAN; METHODOLOGY; PSYCHOLOGICAL ASPECT; STUDENT; TEACHING; UNIVERSITY;

BEHAVIOR; BIOLOGY; HUMANS; STUDENTS; TEACHING; UNIVERSITIES;

EID: 84883894500     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.13-06-0115     Document Type: Article

References (49)

1. Allen D, Tanner K (2002). Questions about questions. Cell Biol Educ 1, 63-7.
2. American Association for the Advancement of Science (2011). Vision and Change in Undergraduate Biology Education: A Call to Action, Final Report, Washington, DC.
3. Angelo TA, Cross KP (1993). Classroom Assessment Techniques: A Handbook for College Teachers, San Francisco: Jossey-Bass.
4. Bloom BS, Englehart MD, Furst EJ, Hill WH, Krathwohl DR (1956). A Taxonomy of Educational Objectives: Handbook 1: Cognitive Domain, New York: McKay.
5. Brady C (2007). Elizabeth Blackburn and the Story of Telomeres: Deciphering the Ends of DNA, Boston: MIT Press.
6. Bransford JD, Brown AL, Cocking AR (eds.) (2000). How people learn: brain, mind, experinece and school. http://serc.carleton.edu/resources/405.html. National Research Council. Washington, DC: National Academy Press.
7. Chamany K (2006). Science and social justice: making the case for case studies. J Coll Sci Teach 36, 54-59.
8. Chamany K, Allen D, Tanner KD (2008). Making biology learning relevant to students: integrating people, history, and context into college biology teaching. CBE Life Sci Educ 7, 267-278.
9. Chi MTH, de Leeuw N, Chiu MH, LaVancher C (1994). Eliciting self explanations improves understanding. Cogn Sci 18, 439-477.
10. Chi MTH, Roscoe RD (2002). The process and challenges of conceptual change. In: Reconsidering Conceptual Change: Issues in Theory and Practice, ed. M Limon and L Mason, Dordrecht, Netherlands: Kluwer Academic, 3-27.
11. Clarke J (1994). Pieces of the puzzle: the jigsaw method. In: Handbook of Cooperative Learning Methods, ed. S Sharan, Westport, CT: Greenwood Press, 34-50.
12. Cohen E (1994). Designing Groupwork: Strategies for the Heterogeneous Classroom, New York: Teachers College Press.
13. Cohen GL, Garcia J, Apfel N, Master A (2006). Reducing the racial achievement gap: a social-psychological intervention. Science 313, 1307-1310.
14. Coley JD, Tanner KD (2012). Common origins of diverse misconceptions: cognitive principles and the development of biology thinking. CBE Life Sci Educ 11, 209-215.
15. Crowe A, Dirks C, Wenderoth MP (2008). Biology in Bloom: implementing Bloom's taxonomy to enhance student learning in biology. CBE Life Sci Educ 7, 368-381.
16. College Board (2013). AP Biology Curriculum Framework. http://media.collegeboard.com/digitalServices/pdf/ap/10b_2727_ AP_Biology_CF_WEB_110128.pdf (accessed 22 May 2013).
17. DiSessa AA (2002). Why conceptual ecology is a good idea. In: Reconsidering Conceptual Change: Issues in Theory and Practice, ed. M Limon and L Mason, Dordrecht, Netherlands: Kluwer Academic, 29-60.
18. Haak DC, HilleRisLambers J, Pitre E, Freeman S (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213-1216.
19. Hake RR (1998). Interactive-engagement vs traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66, 64-74.
20. Handelsman J et al. (2004). Scientific teaching. Science 304, 521-522.
21. Huba ME, Freed JE (2000). Learner-Centered Assessment on College Campuses, Needham Heights, MA: Allyn and Bacon.
22. Johnson A (2007). Unintended consequences: how science professors discourage women of color. Sci Educ 91, 805-821.
23. Johnson D, Johnson R, Johnson Holubec E (1993). Circles of Learning: Cooperation in the Classroom, 4th ed., Edina, MN: Interaction Book.
24. Johnson DW, Johnson RT, Smith KA (1998). Cooperative learning returns to college: what evidence is there that it works? Change 30, 26-35.
25. Johnson DW, Johnson RT, Smith KA (1991). Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book.
26. Labov JB, Reid AH, Yamamoto KR (2010). Integrated biology and undergraduate science education: a new biology education for the twenty-first century? CBE Life Sci Educ 9, 10-16.
27. Ladson-Billings G (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Pract 34, 159-165.
28. Lyman F (1981). The responsive classroom discussion: the inclusion of all students. In: Mainstreaming Digest, ed. AS Anderson, College Park: University of Maryland.
29. Miyake A, Kost-Smith LE, Finkelstein ND, Pollock SJ, Cohen GL, Ito TA (2010). Reducing the gender achievement gap in college science: a classroom study of values affirmation. Science 330, 1234- 1237.
30. Moss-Racusin CA, Dovidio JF, Brescoli VL, Graham MJ, Handelsman J (2012). Science faculty's subtle gender biases favor male students. Proc Natl Acad Sci USA 109, 16474-16479.
31. National Research Council (1999). How People Learn: Brain, Mind, Experience, and School, Washington, DC: National Academies Press.
32. Posner GJ, Strike KA, Hewson PW, Gertzog WA (1982). Accommodation of a scientific conception: towards a theory of conceptual change. Sci Educ 66, 211-227.
33. Rowe MB (1969). Science, silence, and sanctions. Sci Children 6, 11- 13.
34. Rowe MB (1974). Wait-time and rewards as instructional variables, their influence in language, logic and fate control. Part 1: Wait time. J Res Sci Teaching 11, 8l-94.
35. Rowe MB (1978). Wait, wait, wait.... School Sci Math 78, 207- 216.
36. Rowe MB (1987). Wait time: slowing down may be a way of speeding up. Am Educator 11, 38-43, 47.
37. Schinske JN (2011). Taming the testing/grading cycle in lecture classes centered around open-ended assessment. J Coll Sci Teach 40, 46-52.
38. Seymour E, Hewitt NM (1997). Talking about Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview.
39. Smith MK, Wood WB, Adams WK, Wieman C, Knight JK, Guild N, Su TT (2009). Why peer discussion improves student performance on in-class concept questions. Science 323, 122-124.
40. Steele CM (1999). Thin ice: stereotype threat and black college students. Atlantic Monthly August, 44-54.
41. Steele CM, Aronson J (1995). Stereotype threat and the intellectual test performance of African Americans. J Pers Soc Psychol 69, 797- 811.
42. Taber KS (2001). Shifting sands: a case study of conceptual development as competition between alternative conceptions. Int J Sci Educ 23, 731-753.
43. Tanner KD (2009). Talking to learn: why biology students should be talking in classrooms and how to make it happen. CBE Life Sci Educ 8, 89-94.
44. Tanner KD (2011). Moving theory into practice: a reflection on teaching a large introductory biology course for majors. CBE Life Sci Educ 10, 113-122.
45. Tanner KD, Allen DE (2002). Approaches in cell biology teaching. Cell Biol Educ 1, 3-5.
46. Tanner KD, Chatman LC, Allen DE (2003). Cooperative learning in the science classroom: beyond students working in groups. Cell Biol Educ 2, 1-5.
47. Tobias S (1990). They're not dumb. They're different. A new tier of talent for science. Change 22, 11-30.
48. Tobin K (1987). The role of wait time in higher cognitive level learning. Rev Educ Res 57, 69-95.
49. Walton G, Cohen G, Steele C (2013). Empirically Validated Strategies to Reduce Stereotype Threat. www.stanford.edu/~gwalton/home/Welcome_files/StrategiesToReduceStereotypeThreat.pdf (accessed 15 June 2013).