0
Views
0
CrossRef citations to date
0
Altmetric
Research and Teaching

Student and Faculty Views on Process of Science Skills at a Large, Research-Intensive University

References

  • Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.
  • American Association for the Advancement of Science. (2009). Project 2061: Benchmarks for scientific literacy (Chapter 1). Washington, DC: Author. http://www.project2061.oig/publications/bsl/online/index.php?chapter=1
  • American Association of Colleges and Universities. (2013). It takes more than a major: Employer priorities for college learning and student success. Washington, DC: Author.
  • Bao, L., Cai, T., Koenig, K., Fang, K., & Han, J. (2009). Learning and scientific reasoning. Science, 323, 586-587.
  • Brewer, C., & Smith, D. (Eds.). (2011). Vision and change in undergraduate biology: A Call to Action. Washington, DC: American Association for the Advancement of Science. Available at http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf
  • Brickman, P., Gormally, C., Francom, G., Jardeleza, S., Schuette, V., Jordan, C., & Kanizay, L. (2012). Media-savvy scientific literacy: Developing critical evaluation skills by investigating scientific claims. The American Biology Teacher, 74, 374-379.
  • Cervato, C., Gallus, W. A., Slade, M., Kawaler, S., & Marengo, M. (2015). It takes a village to make a scientist: Reflections of a faculty learning community. Journal of College Science Teaching, 44, 28-35.
  • Coil, D., Wenderoth, M., Cunningham, M., & Dirks, C. (2010). Teaching the process of science: Faculty perceptions and an effective methodology. CBE—Life Sciences Education, 9, 524-535.
  • Conley, D. T. (2011). Building on the Common Core. Educational Leadership, 68, 16-20.
  • Dirks, C., & Cunningham, M. (2006). Enhancing diversity in science: Is teaching science process skills the answer? CBE—Life Sciences Education, 5, 218-226.
  • Elliot, E. R., Reason, R. D., Coffman, C. R., Gangloff, E. J., Raker, J. R., Powell-Coffman, J. A., & Ogilvie, C. A. (2016). Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student-centered. CBE—Life Sciences Education, 15, 1-14.
  • Gott, R., Duggan, S., & Johnson, P (1999). What do practising applied scientists do and what are the implications for science education? Research in Science and Technology Education, 17, 97-107.
  • Harwood, W., Reiff, R., & Phillipson, T. (2002). Scientists’ conceptions of scientific inquiry: Voices from the front. In Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science. Pittsburgh, PA: University of Pittsburgh.
  • Kuh, G. (2001). Assessing what really matters to student learning. Change, 33, 10-17, 66.
  • Landivar, C. (2013). Disparities in STEM employment by sex, race, and Hispanic origin. American Community Survey Reports, 1-25. Washington, DC: U.S. Census Bureau.
  • Lederman, N., Abd-El-Khalick, F., & Bell, R. (2001). If we want to talk the talk, we must also walk the walk: The nature of science, professional development, and educational reform. In J. Rhoton & P S. Bowers (Eds.), Professional development: Planning and design (pp. 25-42). Arlington, VA: NSTA Press.
  • Mestre, J. (2008). Learning goals in undergraduate STEM education and evidence for achieving them. Commissioned paper presented at NRC workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. Washington, DC: NRC.
  • Moss, E., & Cervato, C. (2016). Quantifying the level of inquiry in a reformed introductory geology course. Journal of Geoscience Education, 64, 125-137.
  • NGSS Lead States. (2013, April). Appendix H—Understanding the scientific enterprise: The nature of science in the Next Generation Science Standards (NGSS Release). Washington, DC: National Academies Press. Retrieved from http://www.nextgenscience.org/next-generation-science-standards
  • Stone, E. M. (2014). Guiding students to develop an understanding of scientific inquiry: A science skills approach to instruction and assessment. CBE— Life Sciences Education, 13, 90-101.
  • Tanner, K. (2009). Talking to learn: Why biology students should be talking in classrooms and how to make it happen. CBE—Life Sciences Education, 8, 89-94.
  • Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most don t. Tuscon, AZ: Research Corporation.
  • Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquirybased science process skills in the biological sciences. The American Biology Teacher, 67, 534-540.
  • Wood, W. (2009). Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental Biology, 25, 93-112.
  • Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.