Making biology learning relevant to students: integrating people, history, and context into college biology teaching.
作者信息
Chamany Katayoun, Allen Deborah, Tanner Kimberly
机构信息
Department of Natural Sciences and Mathematics, Interdisciplinary Science, Eugene Lang College, The New School for Liberal Arts, New York, NY 10011, USA.
出版信息
CBE Life Sci Educ. 2008 Fall;7(3):267-78. doi: 10.1187/cbe.08-06-0029.
Abstract
摘要
相似文献
1
Making biology learning relevant to students: integrating people, history, and context into college biology teaching.让生物学学习与学生相关联：将人物、历史和背景融入大学生物学教学
CBE Life Sci Educ. 2008 Fall;7(3):267-78. doi: 10.1187/cbe.08-06-0029.
2
3
Increased structure and active learning reduce the achievement gap in introductory biology.增加结构和主动学习可以缩小生物学入门课程的成绩差距。
Science. 2011 Jun 3;332(6034):1213-6. doi: 10.1126/science.1204820.
4
Points of view: lectures: can't learn with them, can't learn without them.观点：讲座：有它们学不成，没它们也学不成。
Cell Biol Educ. 2004 Winter;3(4):202-11. doi: 10.1187/cbe.04-07-0054.
5
Teach students the biology of their time.向学生传授他们所处时代的生物学知识。
Nature. 2016 May 19;533(7603):293. doi: 10.1038/533293a.
6
Science teaching must evolve.科学教学必须与时俱进。
Nature. 2008 May 1;453(7191):31-2. doi: 10.1038/453031a.
7
Approaches to cell biology teaching: learning content in context--problem-based learning.细胞生物学教学方法：在情境中学习内容——基于问题的学习
Cell Biol Educ. 2003 Summer;2(2):73-81. doi: 10.1187/cbe.03-04-0019.
8
Students' studying and approaches to learning in introductory biology.学生在生物学入门课程中的学习情况及学习方法。
Cell Biol Educ. 2004 Winter;3(4):253-62. doi: 10.1187/cbe.04-06-0041.
9
Forty-five years of research and teaching.
Acta Biol Hung. 2001;52(4):377-82. doi: 10.1556/ABiol.52.2001.4.2.
10
Six classroom exercises to teach natural selection to undergraduate biology students.六个课堂练习，教本科生物学学生自然选择。
CBE Life Sci Educ. 2013 Fall;12(3):483-93. doi: 10.1187/cbe-12-06-0070.
引用本文的文献
1
Helping Students See and Identify Purpose and Relevance in Life Sciences Courses.帮助学生认识并确定生命科学课程的目标及相关性。
CBE Life Sci Educ. 2025 Sep 1;24(3):fe4. doi: 10.1187/cbe.22-11-0242.
2
Using anti-DEI policies to dismantle education: A new front in a really old battle.利用反多元化、公平与包容政策破坏教育：一场古老斗争的新战线。
PLoS Biol. 2025 Jun 20;23(6):e3003256. doi: 10.1371/journal.pbio.3003256. eCollection 2025 Jun.
3
Teaching with TED: a curated set of TED Talks and discussion prompts for microbiology and cellular biology courses.借助TED开展教学：为微生物学和细胞生物学课程精心挑选的一系列TED演讲及讨论提示。
J Microbiol Biol Educ. 2025 Apr 24;26(1):e0012824. doi: 10.1128/jmbe.00128-24. Epub 2024 Dec 9.
4
Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.提升边缘化学生在生命科学领域的归属感体验：一种定性案例研究方法。
CBE Life Sci Educ. 2024 Dec;23(4):ar65. doi: 10.1187/cbe.24-02-0055.
5
Students' perceptions of social issues in biology courses.学生对生物课程中社会问题的认知。
J Microbiol Biol Educ. 2024 Apr 25;25(1):e0019423. doi: 10.1128/jmbe.00194-23. Epub 2024 Feb 27.
6
Celebrating Diverse Voices in Neuroscience: Introducing Project DiViNe.庆祝神经科学领域的多元声音：介绍“神经多样性之声计划”（Project DiViNe）
J Undergrad Neurosci Educ. 2022 Jun 1;20(2):E13-E18. doi: 10.59390/AXFD9450. eCollection 2022 Winter.
7
An interdisciplinary course on evolution and sustainability increases acceptance of evolutionary theory and increases understanding of interdisciplinary application of evolutionary theory.一门关于进化与可持续性的跨学科课程提高了对进化理论的接受度，并增进了对进化理论跨学科应用的理解。
Evolution (N Y). 2023;16(1):7. doi: 10.1186/s12052-023-00188-4. Epub 2023 May 24.
8
Impact of a First-Year Place-Based Learning Community on STEM Students' Academic Achievement in their Second, Third, and Fourth Years.一年级基于地点的学习社区对理工科学生二、三、四年级学业成绩的影响。
Innov High Educ. 2023;48(1):169-195. doi: 10.1007/s10755-022-09616-7. Epub 2022 Aug 18.
9
A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities.一门全新的本科研讨课程，旨在颂扬历史上处于边缘地位社区的科学家们所做出的科学贡献。
J Microbiol Biol Educ. 2022 Oct 31;23(3). doi: 10.1128/jmbe.00123-22. eCollection 2022 Dec.
10
The role of epistemological beliefs in STEM faculty's decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions.认识论信念在西班牙裔服务机构的STEM教师采用与文化相关教学法的决策中的作用。
Int J STEM Educ. 2022;9(1):32. doi: 10.1186/s40594-022-00349-9. Epub 2022 Apr 12.
本文引用的文献
1
'Lamarckian' mechanisms in darwinian evolution.拉马克式机制在达尔文进化论中的作用。
Trends Ecol Evol. 1998 May;13(5):206-10. doi: 10.1016/S0169-5347(98)01344-5.
2
Sickle cell anemia: national program raises problems as well as hopes.
Science. 1972 Oct 20;178(4058):283-6. doi: 10.1126/science.178.4058.283.
3
Human evolution. There's more than one way to have your milk and drink it, too.人类进化。获取乳汁并享用它的方式不止一种。
Science. 2006 Dec 15;314(5806):1672. doi: 10.1126/science.314.5806.1672a.
4
Convergent adaptation of human lactase persistence in Africa and Europe.人类乳糖酶持久性在非洲和欧洲的趋同适应。
Nat Genet. 2007 Jan;39(1):31-40. doi: 10.1038/ng1946. Epub 2006 Dec 10.
5
Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners.量规：使教师和学习者都能明确学习目标和评估标准的工具。
CBE Life Sci Educ. 2006 Fall;5(3):197-203. doi: 10.1187/cbe.06-06-0168.
6
Comparison of human papillomavirus messenger RNA and DNA detection: a cross-sectional study of 4,136 women >30 years of age with a 2-year follow-up of high-grade squamous intraepithelial lesion.人乳头瘤病毒信使核糖核酸与脱氧核糖核酸检测的比较：一项针对4136名30岁以上女性的横断面研究，对高级别鳞状上皮内病变进行了为期两年的随访。
Cancer Epidemiol Biomarkers Prev. 2005 Feb;14(2):367-72. doi: 10.1158/1055-9965.EPI-04-0410.
7
A hierarchical biology concept framework: a tool for course design.一个分层的生物学概念框架：课程设计工具。
Cell Biol Educ. 2004 Summer;3(2):111-21. doi: 10.1187/cbe.03-10-0014.
8
Approaches to cell biology teaching: learning content in context--problem-based learning.细胞生物学教学方法：在情境中学习内容——基于问题的学习
Cell Biol Educ. 2003 Summer;2(2):73-81. doi: 10.1187/cbe.03-04-0019.
9
Educating for social responsibility: changing the syllabus of developmental biology.
Int J Dev Biol. 2003;47(2-3):237-44.
10
Closing the gaps in genetics legislation and policy: a report by the new york state task force on life and the law.
Genet Test. 2001 Winter;5(4):275-80. doi: 10.1089/109065701753617390.
Zotero 插件