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Direct linkPengfei Li; Boya Zhang; Shuaifei He; Yuqing Lu; Wenli Jiang; Qingsong Zhong; Shu Quan; Haizhen Wu; Mian Zhou – Biochemistry and Molecular Biology Education, 2024
Both lecture and laboratory courses of biochemistry are important professional courses for undergraduates with biology related majors. Course optimization and update is crucial but challenging, especially for the laboratory course. Although taught separately, here we showed a strategy to bridge the two courses and promote the improvement of both.…
Descriptors: Biochemistry, Science Education, Lecture Method, Science Laboratories
Meagan Sundstrom – ProQuest LLC, 2024
The under-representation of women in undergraduate science courses is well-documented. One significant challenge is that women may both perceive and receive less recognition from their science peers about their abilities as scientists than men. Here we investigate the presence and nature of such gender biases in peer recognition in the discipline…
Descriptors: Undergraduate Students, Science Education, Disproportionate Representation, Gender Bias
Jessica Merricks; Dave Gammon; Kathy Gallucci – Journal of College Science Teaching, 2025
Traditional lab courses separate lectures from lab work, whereas integrated lab-lecture courses (also known as studio courses) combine both in a single session under one instructor. Previous studies suggest that integrated lab-lecture courses may have the potential to enhance the learning experience for introductory-level students. In this…
Descriptors: Introductory Courses, Biology, Nonmajors, Integrated Activities
Comparing Undergraduate Nature of Science Views in Traditional versus Inquiry-Taught Science Courses
Alex T. St. Louis; Hayat Hokayem – Journal of College Science Teaching, 2023
This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and students in an inquiry-based class to the view of the scientists who taught the course. We administered the Views of Nature of Science Form C (VNOS-C) to identify students' views after partaking in…
Descriptors: Scientific Principles, Student Attitudes, Lecture Method, Science Laboratories
Kearney, Miranda A. – Journal of STEM Education: Innovations and Research, 2022
The COVID-19 pandemic presented many challenges for educators. In Course-based Undergraduate Research Experiences (CUREs), where students learn about the scientific process by working on novel research, few resources for remote learning were available. Here the impact of changes to course delivery format on student learning gains in a…
Descriptors: COVID-19, Pandemics, Introductory Courses, Biology
Choo, Wee Sim – Journal of Food Science Education, 2021
A broad range of approaches to learning such as traditional lectures, laboratory learning, online learning, and active learning are used in higher education settings. Specifically, in the field of science and technology, laboratory learning is crucial and a form of active learning. The objective of this study was to examine the use of these four…
Descriptors: Undergraduate Students, Active Learning, Blended Learning, Electronic Learning
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
Murtonen, M.; Nokkala, C; Södervik, I. – Journal of Biological Education, 2020
In this study, firstly, university biology students' conceptual understanding and potential misconceptions concerning meiosis were studied. Secondly, an easily applicable drawing task was used to foster students' metaconceptual awareness which would help them to reach conceptual change. A quasi-experimental design with a non-equivalent control…
Descriptors: College Science, Biology, Scientific Concepts, Concept Formation
Alfred Fernandez-Castane – Cogent Education, 2024
The transformation of the chemical engineering profession is occurring in response to the industry needs of the rapidly-developing bioeconomy and biosector across Europe. To meet these requirements, a new Biotechnology and Bioprocessing module has been designed and offered to Chemical Engineering undergraduates at Aston University, UK. This module…
Descriptors: Technological Literacy, Biotechnology, Chemical Engineering, Educational Technology
Altowaiji, Sara; Haddadin, Rakahn; Campos, Priscilla; Sorn, Shannon; Gonzalez, Lizbeth; Villafane, Sachel M.; Groves, Michael N. – Chemistry Education Research and Practice, 2021
Chemistry laboratory experiences provide students the opportunity to engage all three domains of learning: psychomotor, cognitive and affective. However, they are often stressful environments where students are expected to quickly learn new laboratory techniques, and collect data in a short amount of time. In principle, providing additional…
Descriptors: Undergraduate Students, College Science, Chemistry, Science Laboratories
Ngawang Youdon Gonsar – ProQuest LLC, 2021
This three-paper dissertation addresses the experience and the implementation of evidence-based learning practices in science, technology, engineering, and mathematics (STEM)/biology education. Study 1 explored instructional strategies and student perceptions and preferences for various teaching practices in graduate and undergraduate classrooms…
Descriptors: Active Learning, STEM Education, Biology, Science Education
Download full textAronne, Luciana; Nagle, Courtney; Styers, Jodie L.; Combs, Adam; George, J. Andrew – Electronic Journal of Science Education, 2019
This study examines the effectiveness of pre-laboratory presentations in an undergraduate general chemistry laboratory using two different modes of delivery: a traditional lecture versus an in-class video presentation. It was anticipated that implementation of videos could result in improved laboratory efficiency, safety, and necessary technical…
Descriptors: Video Technology, Instructional Effectiveness, Student Attitudes, Undergraduate Students
Stieff, Mike; Werner, Stephanie M.; Fink, Bill; Meador, Dianne – Journal of Chemical Education, 2018
This paper examines the effectiveness of adding an online component to the general chemistry laboratory in which students view prelaboratory instructional materials through online videos prior to completing general chemistry laboratory activities. Using a quasi-experimental design, we compared the performance of 1089 general chemistry students who…
Descriptors: Video Technology, Electronic Learning, Student Improvement, Laboratory Procedures
Cerchiara, Jack A.; Kim, Kerry J.; Meir, Eli; Wenderoth, Mary Pat; Doherty, Jennifer H. – Advances in Physiology Education, 2019
The basis for understanding neurophysiology is understanding ion movement across cell membranes. Students in introductory courses recognize ion concentration gradients as a driving force for ion movement but struggle to simultaneously account for electrical charge gradients. We developed a 17-multiple-choice item assessment of students'…
Descriptors: Introductory Courses, Neurology, Physiology, Cytology
Sato, Brian K.; Lee, Amanda K.; Alam, Usman; Dang, Jennifer V.; Dacanay, Samantha J.; Morgado, Pedro; Pirino, Giorgia; Brunner, Jo Ellen; Castillo, Leanne A.; Chan, Valerie W.; Sandholtz, Judith H. – CBE - Life Sciences Education, 2017
Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing.…
Descriptors: Mixed Methods Research, Prerequisites, Required Courses, Microbiology
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