Publication Date
| In 2025 | 1 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 13 |
| Since 2016 (last 10 years) | 40 |
| Since 2006 (last 20 years) | 65 |
Descriptor
Source
| CBE - Life Sciences Education | 65 |
Author
| Freeman, Scott | 4 |
| Knight, Jennifer K. | 4 |
| Couch, Brian A. | 3 |
| Eddy, Sarah | 3 |
| Smith, Michelle K. | 3 |
| Auerbach, Anna Jo | 2 |
| Bailey, E. G. | 2 |
| Brownell, Sara E. | 2 |
| Cotner, Sehoya | 2 |
| Eddy, Sarah L. | 2 |
| Parks, John W. | 2 |
| More ▼ | |
Publication Type
| Journal Articles | 65 |
| Reports - Research | 53 |
| Reports - Evaluative | 9 |
| Reports - Descriptive | 2 |
| Tests/Questionnaires | 2 |
| Information Analyses | 1 |
| Reference Materials -… | 1 |
Education Level
| Higher Education | 61 |
| Postsecondary Education | 50 |
| High Schools | 3 |
| Two Year Colleges | 3 |
| Secondary Education | 2 |
Audience
| Teachers | 4 |
| Researchers | 1 |
| Students | 1 |
Location
| Michigan | 3 |
| Washington | 3 |
| Arizona | 2 |
| Canada | 2 |
| Colorado | 2 |
| Alaska (Anchorage) | 1 |
| Australia | 1 |
| Florida (Miami) | 1 |
| Iowa | 1 |
| Louisiana | 1 |
| Massachusetts | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 4 |
| Medical College Admission Test | 1 |
| Patterns of Adaptive Learning… | 1 |
| SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkDiane K. Angell; Sharon Lane-Getaz; Taylor Okonek; Stephanie Smith – CBE - Life Sciences Education, 2024
Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended…
Descriptors: Test Preparation, Metacognition, Introductory Courses, Biology
Lisa B. Limeri – CBE - Life Sciences Education, 2025
Mindset (beliefs about the malleability of intelligence) has been studied in a variety of contexts for decades. Recent research highlights the importance of contextual factors in moderating mindset's impact on student outcomes. The commonly-used original mindset measure is context-general. Recently, a mindset measure that is specific to science…
Descriptors: Science Education, Mathematics Education, Undergraduate Students, Student Attitudes
Uminski, Crystal; Couch, Brian A. – CBE - Life Sciences Education, 2021
The General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment measures student understanding of the "Vision and Change" core concepts at the beginning, middle, and end of undergraduate biology degree programs. Assessment coordinators typically administer this instrument as a low-stakes assignment for which…
Descriptors: Science Tests, Science Achievement, Case Studies, Student Motivation
Eddy, Sarah L. – CBE - Life Sciences Education, 2021
The "Current Insights" feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three that explore how different types of stress can produce different educational outcomes, how studying by writing questions can…
Descriptors: Educational Research, Science Instruction, Science Teachers, Anxiety
Cavagnetto, Andy R.; Premo, Joshua; Coleman, Zachary; Juergens, Kate – CBE - Life Sciences Education, 2022
Small-group discussion is a central component of 21st-century biology classrooms. Many factors shape these discussions and thus influence potential learning gains. This study examined how accuracy and idea consideration shaped small-group discussions in undergraduate biology labs (12 groups, M = 42.8 talk turns). To do this, we asked: (1) Is there…
Descriptors: Group Discussion, Discussion (Teaching Technique), Accuracy, Undergraduate Students
Booth, Christine S.; Song, Changsoo; Howell, Michelle E.; Rasquinha, Achilles; Saska, Aleš; Helikar, Resa; Sikich, Sharmin M.; Couch, Brian A.; van Dijk, Karin; Roston, Rebecca L.; Helikar, Tomáš – CBE - Life Sciences Education, 2021
Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive…
Descriptors: Science Instruction, College Science, Undergraduate Study, Metabolism
Dewey, Jessica; Hicks, Jenna; Schuchardt, Anita – CBE - Life Sciences Education, 2022
When conducting biological investigations, experts constantly integrate their conceptual and quantitative understanding of variation with the design and analysis of the investigation. This process is difficult for students, because curricula often treat these concepts as separate components. This study describes the effect of a curricular…
Descriptors: Biology, Science Instruction, Teaching Methods, Multiple Choice Tests
Bailey, E. G.; Greenall, R. F.; Baek, D. M.; Morris, C.; Nelson, N.; Quirante, T. M.; Rice, N. S.; Rose, S.; Williams, K. R. – CBE - Life Sciences Education, 2020
As we strive to make science education more inclusive, more research is needed to fully understand gender gaps in academic performance and in-class participation in the life sciences. Studies suggest that male voices dominate introductory biology courses, but no studies have been done on upper-level courses. Results on achievement gender gaps in…
Descriptors: Females, Gender Differences, Science Instruction, Biological Sciences
Ellingson, Charlene L.; Edwards, Katherine; Roehrig, Gillian H.; Hoelscher, M. Clark; Haroldson, Rachelle A.; Dubinsky, Janet M. – CBE - Life Sciences Education, 2021
Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what…
Descriptors: Faculty Development, High School Teachers, Science Teachers, Biology
Foster-Hartnett, Dawn; Mwakalundwa, Gwantwa; Bofenkamp, Lisa; Patton, Liz; Nguyen, Richard; Goodman-Mamula, Patricia – CBE - Life Sciences Education, 2022
The increase in online learning brought on by the COVID-19 pandemic will likely result in a greater availability of online and hybrid course offerings. In this study, students enrolled in parallel sections of a microbiology lab course with in-person labs and either face-to-face (F2F) or all-online lectures (hybrid, H). Course material and method…
Descriptors: Course Organization, Instructional Design, Cooperative Learning, Science Achievement
Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Couch, Brian A.; Wright, Christian D.; Freeman, Scott; Knight, Jennifer K.; Semsar, Katharine; Smith, Michelle K.; Summers, Mindi M.; Zheng, Yi; Crowe, Alison J.; Brownell, Sara E. – CBE - Life Sciences Education, 2019
The "Vision and Change" report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these concepts was an important first step, departments also need ways to measure the extent to which students understand these concepts. Here, we present the…
Descriptors: Undergraduate Students, College Science, Majors (Students), Biology
DeFeo, Dayna Jean; Bibler, Andrew; Gerken, Sarah – CBE - Life Sciences Education, 2020
This paper explores the effect of a paired lab course on students' course outcomes in nonmajors introductory biology at the University of Alaska Anchorage. We compare course completion and final grades for 10,793 students (3736 who simultaneously enrolled in the lab and 7057 who did not). Unconditionally, students who self-select into the lab are…
Descriptors: Cooperative Learning, Science Experiments, Science Instruction, Academic Persistence
Vemu, Sheela; Denaro, Kameryn; Sato, Brian K.; Williams, Adrienne E. – CBE - Life Sciences Education, 2022
Many science, technology, engineering, and math (STEM) community college students do not complete their degree, and these students are more likely to be women or in historically excluded racial or ethnic groups. In introductory courses, low grades can trigger this exodus. Implementation of high-impact study strategies could lead to increased…
Descriptors: Learning Strategies, Hispanic American Students, Minority Serving Institutions, Community Colleges
CBE - Life Sciences Education, 2021
Abstract biological processes that occur at the submicroscopic level, such as osmosis and diffusion, are inherently difficult for many students to conceptualize when traditional learning and teaching methods are used. This study introduced an immersive 320° three-dimensional (3D) experience of osmosis in which students became engaged with the…
Descriptors: Science Instruction, Teaching Methods, Outcomes of Education, Multiple Choice Tests
