LEADER 07546nam 22006615 450 001 9910568278503321 005 20251113182800.0 010 $a9783030985929 010 $a303098592X 024 7 $a10.1007/978-3-030-98592-9 035 $a(MiAaPQ)EBC6986496 035 $a(Au-PeEL)EBL6986496 035 $a(CKB)22371880400041 035 $a(DE-He213)978-3-030-98592-9 035 $a(EXLCZ)9922371880400041 100 $a20220511d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTrends in Teaching Experimentation in the Life Sciences $ePutting Research into Practice to Drive Institutional Change /$fedited by Nancy J. Pelaez, Stephanie M. Gardner, Trevor R. Anderson 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (572 pages) 225 1 $aContributions from Biology Education Research,$x2662-2327 311 08$aPrint version: Pelaez, Nancy J. Trends in Teaching Experimentation in the Life Sciences Cham : Springer International Publishing AG,c2022 9783030985912 327 $aPart I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation -- 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation -- 2. Using data to identify anticipated learning outcomes for new and existing curricula -- 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts? -- 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills -- Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation -- 5. Backward designing a lab course to promote authentic research experience according to students? gains in research abilities -- 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research -- 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science -- 8. A framework for teaching and learning graphing in undergraduate biology -- Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research -- 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question -- 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes -- 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies -- 12. Feedback and discourse as a critical skill for the development of experimentation competencies -- 13. Engaging students with experimentation in an introductory biology laboratory module -- Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation -- 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas -- 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports -- 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders -- 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework -- Part V. Complementary Frameworks for Guiding Students' Experimentation Practice -- 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments -- 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis -- 20. Growing innovation and collaboration through assessment and feedback: A toolkitfor assessing and developing students? soft skills in biological experimentation -- 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework -- Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General -- 22. Teaching successful student collaboration within the context of biological experimentation -- 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science -- 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis -- 25. Implementing innovations in undergraduate biology experimentation education. 330 $aThis book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation. Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments. Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. 410 0$aContributions from Biology Education Research,$x2662-2327 606 $aScience$xStudy and teaching 606 $aEducation$xCurricula 606 $aEducational tests and measurements 606 $aTeaching 606 $aScience Education 606 $aCurriculum Studies 606 $aAssessment and Testing 606 $aDidactics and Teaching Methodology 615 0$aScience$xStudy and teaching. 615 0$aEducation$xCurricula. 615 0$aEducational tests and measurements. 615 0$aTeaching. 615 14$aScience Education. 615 24$aCurriculum Studies. 615 24$aAssessment and Testing. 615 24$aDidactics and Teaching Methodology. 676 $a570.78 676 $a570.78 700 $aPelaez$b Nancy J.$01227924 702 $aGardner$b Stephanie M. 702 $aAnderson$b Trevor R. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910568278503321 996 $aTrends in teaching experimentation in the life sciences$92987077 997 $aUNINA