Publication Date
| In 2025 | 1 |
| Since 2024 | 7 |
| Since 2021 (last 5 years) | 14 |
| Since 2016 (last 10 years) | 34 |
| Since 2006 (last 20 years) | 69 |
Descriptor
| Science Laboratories | 69 |
| Science Instruction | 38 |
| College Science | 37 |
| Undergraduate Students | 35 |
| Biology | 34 |
| Student Research | 24 |
| Student Attitudes | 22 |
| Genetics | 19 |
| Teaching Methods | 15 |
| Introductory Courses | 14 |
| Science Education | 14 |
| More ▼ | |
Source
| CBE - Life Sciences Education | 69 |
Author
| Beck, Christopher W. | 3 |
| Blumer, Lawrence S. | 2 |
| Carson, Susan | 2 |
| Corwin, Lisa A. | 2 |
| Harris, Michelle A. | 2 |
| Premo, Joshua | 2 |
| Sato, Brian K. | 2 |
| Tanner, Kimberly D. | 2 |
| A. C. Cooper | 1 |
| Aarati Shah | 1 |
| Adams, Alison | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 69 |
| Reports - Research | 51 |
| Reports - Descriptive | 12 |
| Reports - Evaluative | 6 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 67 |
| Postsecondary Education | 49 |
| High Schools | 5 |
| Secondary Education | 3 |
| Two Year Colleges | 2 |
| Elementary Secondary Education | 1 |
| Grade 10 | 1 |
| Grade 11 | 1 |
| Grade 12 | 1 |
| Grade 9 | 1 |
Location
| California | 4 |
| Arizona | 3 |
| Massachusetts | 3 |
| North Carolina | 3 |
| Canada | 2 |
| Colorado | 2 |
| Georgia | 2 |
| Missouri | 2 |
| New York | 2 |
| District of Columbia | 1 |
| Florida (Miami) | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| California Critical Thinking… | 1 |
| Flesch Kincaid Grade Level… | 1 |
| Medical College Admission Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkNicole T. Appel; Ammar Tanveer; Sara Brownell; Joseph N. Blattman – CBE - Life Sciences Education, 2024
Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To…
Descriptors: Undergraduate Students, Student Research, Critical Thinking, Problem Solving
Jeremy L. Hsu; Sara Gartland; Joelle Prate; Charles Hohensee – CBE - Life Sciences Education, 2025
Quantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data…
Descriptors: Thinking Skills, Numeracy, Introductory Courses, Biology
David Esparza; Aimeé A. Hernández-Gaytan; Jeffrey T. Olimpo – CBE - Life Sciences Education, 2023
While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory…
Descriptors: Student Attitudes, Biological Sciences, Science Education, Science Laboratories
A. C. Cooper; J. B. Osness; S. D. Hester; M. S. Bolger – CBE - Life Sciences Education, 2024
Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice--based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for…
Descriptors: Teaching Assistants, Science Laboratories, Science Instruction, Science Process Skills
Anne M. Casper; Marianne M. Laporte – CBE - Life Sciences Education, 2024
Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within…
Descriptors: Introductory Courses, Academic Achievement, Lecture Method, Minority Group Students
Sukhada Samudra; Cynney Walters; Destiny Williams-Dobosz; Aarati Shah; Peggy Brickman – CBE - Life Sciences Education, 2024
The cognitive and performance benefits of group work in undergraduate courses depend on understanding how to structure groups to promote communication and comfort while also promoting diversity and reducing conflict. The current study utilized social network analysis combined with self-reported survey data from 555 students in 155 groups to…
Descriptors: Cooperative Learning, Team Training, Group Experience, Group Dynamics
Hanauer, David I.; Graham, Mark J.; Jacobs-Sera, Deborah; Garlena, Rebecca A.; Russell, Daniel A.; Sivanathan, Viknesh; Asai, David J.; Hatfull, Graham F. – CBE - Life Sciences Education, 2022
Broadening access to science, technology, engineering, and mathematics (STEM) professions through the provision of early-career research experiences for a wide range of demographic groups is important for the diversification of the STEM workforce. The size and diversity of the community college system make it a prime educational site for achieving…
Descriptors: Access to Education, STEM Education, Community Colleges, Two Year College Students
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
Adrian Adams; Lauren Barth-Cohen – CBE - Life Sciences Education, 2024
In undergraduate research settings, students are likely to encounter anomalous data, that is, data that do not meet their expectations. Most of the research that directly or indirectly captures the role of anomalous data in research settings uses post-hoc reflective interviews or surveys. These data collection approaches focus on recall of past…
Descriptors: Undergraduate Students, Physics, Science Instruction, Laboratory Experiments
Maher, Michelle A.; Wofford, Annie M.; Roksa, Josipa; Feldon, David F. – CBE - Life Sciences Education, 2020
In the laboratory-based disciplines, selection of a principal investigator (PI) and research laboratory (lab) indelibly shapes doctoral students' experiences and educational outcomes. Framed by the theoretical concept of person-environment fit from within a socialization model, we use an inductive, qualitative approach to explore how a sample of…
Descriptors: Science Laboratories, Doctoral Students, Biological Sciences, Socialization
Gelinas, Katharine A.; Ovid, Dax; Amaya-Mejia, Wilmer; Ayala, Rafael; Baek, Hanna E.; Gasmin, Eric; Hissen, Karina; Johnson, Amanda; Kossa, Emily; Levesque, Lauren; Lutz, Kurt R.; Lyons, Amichai S.; Mata, Alan F.; Mitchell, Casey G.; Paggeot, Lisa; Pastor-Infantas, Maria José; Patel, Cheryl; Prestol-Casillas, Susan; Chen, Kevin Xu; Tanner, Kimberly D. – CBE - Life Sciences Education, 2022
Instructor Talk--noncontent and nonlogistical language that is focused on shaping the classroom learning environment--is a recently defined variable that may play an important role in how undergraduates experience courses. Previous research characterized Instructor Talk used by faculty teaching in biology lecture classrooms. However, graduate…
Descriptors: Teaching Assistants, Graduate Students, Undergraduate Students, Biology
Reinholz, Daniel L.; Ridgway, Samantha W. – CBE - Life Sciences Education, 2021
This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in…
Descriptors: Access to Education, Student Centered Learning, Social Bias, Social Discrimination
Beck, Christopher W.; Blumer, Lawrence S. – CBE - Life Sciences Education, 2021
Science self-efficacy, a student's confidence in being able to perform scientific practices, interacts with science identity and outcomes expectations, leading to improved performance in science courses, persistence in science majors, and ultimately, the pursuit of advanced training in the sciences. Inquiry-based laboratory courses have been shown…
Descriptors: Correlation, Self Efficacy, Undergraduate Students, College Faculty
Cooper, Katelyn M.; Blattman, Joseph N.; Hendrix, Taija; Brownell, Sara E. – CBE - Life Sciences Education, 2019
Course-based undergraduate research experiences (CUREs) have been shown to lead to multiple student benefits, but much is unknown about how CUREs lead to specific student outcomes. In this study, we examined the extent to which students making "broadly relevant novel discoveries" impacted student project ownership by comparing the…
Descriptors: Undergraduate Students, Student Research, Ownership, Student Experience
Gouvea, Julia; Appleby, Lara; Fu, Liren; Wagh, Aditi – CBE - Life Sciences Education, 2022
Writing a lab report can be an opportunity for students to engage in scientific thinking. Yet students' lab reports often do not exhibit evidence of such engagement. Students' writing can appear focused on "filling in" required components and reporting on predetermined conclusions. We conducted a design experiment in an introductory…
Descriptors: Scientific and Technical Information, Persuasive Discourse, Reports, Science Laboratories
