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Trends in Teaching Experimentation in the Life Sciences: Putting Research into Practice to Drive Institutional Change
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Trends in Teaching Experimentation in the Life Sciences: Putting Research into Practice to Drive Institutional Change
561Hardcover(1st ed. 2022)
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Overview
Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.
This book contributes to the growth of public understanding of biological issuesincluding scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.
Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Product Details
ISBN-13: | 9783030985912 |
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Publisher: | Springer International Publishing |
Publication date: | 05/12/2022 |
Series: | Contributions from Biology Education Research |
Edition description: | 1st ed. 2022 |
Pages: | 561 |
Product dimensions: | 6.10(w) x 9.25(h) x (d) |
About the Author
Dr. Stephanie M. Gardner is an Associate Professor in the Department of Biological Sciences at Purdue University. She earned her doctorate in Physiology from the University of Wisconsin-Madison and conducted her postdoctoral training in Neuroscience at Johns Hopkins School of Medicine. As a Visiting Assistant Professor at Dickinson College and Purdue University, her research interests shifted toward biology education. Her research group examines how students and faculty engage in science practices including mechanistic reasoning and creating visualizations to understand and communicate data and experimental concepts. Dr. Gardner leads professional development workshops around inclusive and innovative instruction for faculty and graduate students. She is the co-director of the CURE - Purdue faculty development program to increase access to research for more and diverse undergraduate students. She has served on several biology education research journal editorial boards including as a monitoring editor at CBE-Life Sciences Education since 2018.
Dr. Trevor R. Anderson is a biochemistry education researcher and Professor Emeritus of Chemistry in the Divisions of Chemical Education and Biochemistry in the Department of Chemistry at Purdue University. He was also a Senior Research Associate in the School of Life Science, University of KwaZulu-Natal, South Africa. He published in the areas of biochemistry student reasoning and visualization and has been invited to convene and present numerous plenary and keynote talks and workshops to the international scientific community. Central to his faculty development activities has been his workshops on scholarship, his design of curriculum change models, and his authorship of the Bridging-the-Gap series in Biochemistry & Molecular Biology Education (BAMBEd), aimed at encouraging scholarship in teaching and learning through the application of educational research to teaching practice. For 22 years, he served on the Education Committee of the International Union of Biochemistry and Molecular Biology (IUBMB) and the editorial board of BAMBEd.