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Volumn 14, Issue 4, 2015, Pages 1-2

Biology education research 2.0

Author keywords

[No Author keywords available]

Indexed keywords

BIOLOGY; CURRICULUM; EDUCATION; HUMAN; LEARNING; RESEARCH; STATISTICS AND NUMERICAL DATA; STUDENT; UNITED STATES;

EID: 84949562580     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.15-11-0229     Document Type: Editorial
Times cited : (48)

References (27)
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    • Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors
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    • Coley, J.D.1    Tanner, K.2
  • 6
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    • Knowledge in pieces
    • ed. G Forman and P Pufall, Hillsdale, NJ: Erlbaum
    • diSessa A (1988). Knowledge in pieces. In: Constructivism in the Computer Age, ed. G Forman and P Pufall, Hillsdale, NJ: Erlbaum, 49-70.
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    • diSessa, A.1
  • 7
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    • Toward an epistemology of physics
    • diSessa AA (1993). Toward an epistemology of physics. Cognition Instruct 10, 105-225.
    • (1993) Cognition Instruct , vol.10 , pp. 105-225
    • diSessa, A.A.1
  • 8
    • 84930917161 scopus 로고    scopus 로고
    • We must teach more effectively: Here are four ways to get started
    • Dolan EL, Collins JP (2015). We must teach more effectively: here are four ways to get started. Mol Biol Cell 26, 2151-2155.
    • (2015) Mol Biol Cell , vol.26 , pp. 2151-2155
    • Dolan, E.L.1    Collins, J.P.2
  • 9
    • 84930399585 scopus 로고    scopus 로고
    • Measurement matters assessing personal qualities other than cognitive ability for educational purposes
    • Duckworth AL, Yeager DS (2015). Measurement matters assessing personal qualities other than cognitive ability for educational purposes. Educ Researcher 44, 237-251.
    • (2015) Educ Researcher , vol.44 , pp. 237-251
    • Duckworth, A.L.1    Yeager, D.S.2
  • 10
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    • Getting under the hood: How and for whom does increasing course structure work?
    • Eddy SL, Hogan KA (2014). Getting under the hood: how and for whom does increasing course structure work? CBE Life Sci Educ 13, 453-468.
    • (2014) CBE Life Sci Educ , vol.13 , pp. 453-468
    • Eddy, S.L.1    Hogan, K.A.2
  • 12
    • 84942104182 scopus 로고    scopus 로고
    • Increased preclass preparation underlies student outcome improvement in the flipped classroom
    • Gross D, Pietri ES, Anderson G, Moyano-Camihort K, Graham MJ (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE Life Sci Educ 14, ar36.
    • (2015) CBE Life Sci Educ , vol.14 , pp. ar36
    • Gross, D.1    Pietri, E.S.2    Anderson, G.3    Moyano-Camihort, K.4    Graham, M.J.5
  • 13
    • 0032330948 scopus 로고    scopus 로고
    • Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
    • Hake RR (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66, 64-74.
    • (1998) Am J Phys , vol.66 , pp. 64-74
    • Hake, R.R.1
  • 14
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    • Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions
    • Hammer D (1996). Misconceptions or p-prims: how may alternative perspectives of cognitive structure influence instructional perceptions and intentions. J Learn Sci 5, 97-127.
    • (1996) J Learn Sci , vol.5 , pp. 97-127
    • Hammer, D.1
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    • Improvements from a flipped classroom may simply be the fruits of active learning
    • Jensen JL, Kummer TA, Godoy PDdM (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sci Educ 14, ar5.
    • (2015) CBE Life Sci Educ , vol.14 , pp. ar5
    • Jensen, J.L.1    Kummer, T.A.2    Godoy, P.D.M.3
  • 21
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    • Tanner KD (2011). Reconsidering "what works." CBE Life Sci Educ 10, 329-333.
    • (2011) CBE Life Sci Educ , vol.10 , pp. 329-333
    • Tanner, K.D.1
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    • Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist
    • van Vliet EA, Winnips JC, Brouwer N (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE Life Sci Educ 14, ar26.
    • (2015) CBE Life Sci Educ , vol.14 , pp. ar26
    • van Vliet, E.A.1    Winnips, J.C.2    Brouwer, N.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.