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Literature DB >> 19487494

Talking to learn: why biology students should be talking in classrooms and how to make it happen.

Kimberly D Tanner¹.

Abstract

Mesh：

Year: 2009 PMID： 19487494 PMCID： PMC2689152 DOI： 10.1187/cbe.09-03-0021

Source DB: PubMed Journal: CBE Life Sci Educ ISSN： 1931-7913 Impact factor: 3.325

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5 in total

1. Approaches in cell biology teaching.

Authors: Deborah Allen; Kimberly Tanner
Journal: Cell Biol Educ Date: 2002

2. Approaches to cell biology teaching: questions about questions.

Authors: Deborah Allen; Kimberly Tanner
Journal: Cell Biol Educ Date: 2002

Review 3. Clickers in the large classroom: current research and best-practice tips.

Authors: Jane E Caldwell
Journal: CBE Life Sci Educ Date: 2007 Impact factor: 3.325

4. The pipeline. Scientific teaching in practice.

Authors: Sarah Miller; Christine Pfund; Christine Maidl Pribbenow; Jo Handelsman
Journal: Science Date: 2008-11-28 Impact factor: 47.728

5. Why peer discussion improves student performance on in-class concept questions.

Authors: M K Smith; W B Wood; W K Adams; C Wieman; J K Knight; N Guild; T T Su
Journal: Science Date: 2009-01-02 Impact factor: 47.728

5 in total

21 in total

1. Cloning the professor, an alternative to ineffective teaching in a large course.

Authors: Jennifer Nelson; Diane F Robison; John D Bell; William S Bradshaw
Journal: CBE Life Sci Educ Date: 2009 Impact factor: 3.325

2. Does the transition to an active-learning environment for the introductory course reduce students' overall knowledge of the various disciplines in biology?

Authors: Maryanne C Simurda
Journal: J Microbiol Biol Educ Date: 2012-05-03

3. Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course.

Authors: Rachael D Robnett; Cissy J Ballen; Sheritta Fagbodun; Kelly Lane; Sophie J McCoy; Lecia Robinson; Ebony I Weems; Sehoya Cotner
Journal: PLoS One Date: 2022-10-19 Impact factor: 3.752

10. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.

Authors: Barbara Lom
Journal: J Undergrad Neurosci Educ Date: 2012-10-15

Talking to learn: why biology students should be talking in classrooms and how to make it happen.

1. Approaches in cell biology teaching.

2. Approaches to cell biology teaching: questions about questions.

Review 3. Clickers in the large classroom: current research and best-practice tips.

4. The pipeline. Scientific teaching in practice.

5. Why peer discussion improves student performance on in-class concept questions.

1. Cloning the professor, an alternative to ineffective teaching in a large course.

2. Does the transition to an active-learning environment for the introductory course reduce students' overall knowledge of the various disciplines in biology?

3. Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course.

4. Order matters: using the 5E model to align teaching with how people learn.

5. Using clickers to facilitate development of problem-solving skills.

6. The role of the lecturer as tutor: doing what effective tutors do in a large lecture class.

7. Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology.

8. A portal into biology education: an annotated list of commonly encountered terms.

9. Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity.

10. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.