Дисертації з теми "Undergraduate biology education"
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Stanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.
Повний текст джерелаTitle from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
Buntting, Catherine Michelle. "Educational issues in introductory tertiary biology." The University of Waikato, 2006. http://hdl.handle.net/10289/2616.
Повний текст джерелаNagel, Steven Todd. "Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.
Повний текст джерелаMcKenzie, Woodrow L. "Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/29381.
Повний текст джерелаPh. D.
Selepeng, Ditshupo Bonyana. "An investigation of intellectual growth in undergraduate biology students using the Perry scheme." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/4405/.
Повний текст джерелаKnoth, Kenneth Charles. "Biological Course-Based Undergraduate Research Experiences| An Examination of an Introductory Level Implementation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616893.
Повний текст джерелаCourse-based undergraduate research experiences (CUREs) provide authentic research benefits to an entire laboratory course population. CURE experiences are proposed to enhance research skills, critical thinking, productivity, and retention in science. CURE curriculum developers face numerous obstacles, such as the logistics and time commitment involved in bringing a CURE to larger student populations. In addition, an ideal CURE topic requires affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate new data. This study identifies some of the CURE activities that lead to proposed participant outcomes. Introductory Biology I CURE lab students at Southern Illinois University Edwardsville completed research related to the process of converting storage lipids in microalgae into biodiesel. Data collected from CURE and traditional lab student participants indicate increased CURE student reports of project ownership, scientific self-efficacy, identification as a scientist, and sense of belonging to a science community. Study limitations and unanticipated benefits are discussed.
Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.
Повний текст джерелаMollohan, Katherine N. "Epistemologies and Scientific Reasoning Skills Among Undergraduate Science Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437149185.
Повний текст джерелаCampbell, Chad. "Assessing Student Understanding of the "New Biology": Development and Evaluation of a Criterion-Referenced Genomics and Bioinformatics Assessment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374118655.
Повний текст джерелаRaible, Darbey Maheu. "Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558.
Повний текст джерелаMcCadden, Emily Rose. "Measuring Academic Performance and Learning Gains through Illustrative and Descriptive Notecards in an Undergraduate Human Biology Class for Nonmajors." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591384.
Повний текст джерелаPurpose: The purpose of this study was to explore the effectiveness of notecards, a study aid, on students’ learning in three sections of a non-majors undergraduate Human Biology course. Moreover, the effectiveness of illustrations as study aids was compared with the effectiveness of descriptions as study aids. Presently, there is not much research on this particular topic, but notecards are a quite common method of studying.
Hypothesis: It was expected that the use of notecards would be more beneficial to student learning than no use at all. Furthermore, it was expected that drawing illustrations would be more effective than writing definitions or descriptions.
Method: Three Human Biology courses taught by the same instructor took part in the study. One class acted as the control in which they did not complete notecards, while the other two courses completed three notecards per unit. Of the two classes, one class completed notecards by drawing illustrations while the other course completed notecards in which students were to write definitions or descriptions. Pre-tests and post-tests were given at the beginning of the semester and the end of the semester, respectively, to identify students’ overall knowledge retention and learning during the semester.
Results: The Paired t-test and Wilcoxon Signed-Rank test showed that there was a statistically significant difference of change scores between the pre-tests and post-tests within each group meaning all sections of the course learned. The Shapiro-Wilk’s test showed that data was normally distributed to continue the One-Way ANOVA tests. The results of the One-Way ANOVA showed that there was a statistically significant difference between all groups, and the Tukey post-hoc test pinpointed the statistical significance of the One-Way ANOVA between the illustration group and the control group. There was neither a statistically significant difference between the illustration group and the description group nor between the description group and the control group. The Effect Size was small-to-medium, ω = 0.044. The Kruskal-Wallis H test performed on the weekly assignment scores showed there was a statistically significant difference between groups. Dunn’s (1964) procedure with a Bonferroni correction for multiple comparisons showed that, generally, there was a statistically significant difference from the control group to the illustration group as well as from the control group to the description group, meaning students in the illustration group and the description group performed better on weekly assignments than the control group. The illustration group performed as well as the description group on weekly assignments. The weekly assignment and exam analysis compared average exam percentages and final exam percentages of each group to average assignment percentages to assess whether there were any certain notecard assignments, descriptive or illustrative, that led to different exam percentages between groups. Exam scores between all groups were similar and there was no specific trend between certain assignments and respective exam scores. Largely, in all groups, there was a positive correlation amongst exam scores and their respective assignments as well as a general positive correlation amongst the assignments and the final exam according to the results of Spearman’s Correlation test. The Kruskal-Wallis H test performed on all five exam scores of each group showed there was not a statistically significant difference between exam scores of each group. By assessing the change in number of correct answers per question between pre-tests and post-tests, it was determined that learning in some specific content areas may have been improved by utilizing notecards (descriptive in some cases and illustrative in other cases) as a study aid whereas learning in other content areas were nearly equivalent across all groups. Student reflection on course evaluations showed a mixed reaction to the notecard assignments with some students regarding them as their least favorite part of the course and still others commenting on how helpful they were to their study.
Conclusions: All groups learned throughout the semester, and learning gains for the illustration group and the description group doubled compared to the control group. Short-term learning based on weekly assignments was increased for both the illustration and description groups, but exam scores were not really affected by the different learning interventions. Exam scores were similar among the three groups, so notecards were neither superior nor inferior to the standard curriculum when it came to academic performance. The student divide concerning using notecards illuminated the idea that all students have different learning styles, and in the case of the present study, some students in one group may have preferred to complete the type of assignment of another group. (Abstract shortened by UMI.)
DeBernardo, Holly S. "Undergraduate Science Education of Pre-Service Teachers: The Relationship to Self-Efficacy of High School Chemistry and Biology Teachers." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341503060.
Повний текст джерелаPhoebus, Patrick E. "Ecological Literacy, Urban Green Space, and Mobile Technology| Exploring the Impacts of an Arboretum Curriculum Designed for Undergraduate Biology Courses." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641765.
Повний текст джерелаIncreasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course.
Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables.
When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants’ perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.
Keagy, Amy Haddock. "The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/886.
Повний текст джерелаMOSKALIK, CHRISTINE LAUREN. "I. IMPACT OF A GENETICS EDUCATION WORKSHOP ON FACULTY PARTICIPANTS II. INVESTIGATIONS OF UNDERGRADUATE GENETIC LITERACY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195583851.
Повний текст джерелаTimmerman, Briana Eileen. "Peer review in an undergraduate biology curriculum : effects on students' scientific reasoning, writing and attitudes." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/2043.
Повний текст джерелаReilly, Elizabeth A. B. S. "Developing Conceptual Change Texts and Corresponding Rubrics to Address Undergraduate Students’ Genetics Misconceptions." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1311692653.
Повний текст джерелаTimmerman, Briana Eileen. "Peer review in an undergraduate biology curriculum : effects on students' scientific reasoning, writing and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18880.
Повний текст джерелаThis study demonstrated that even university freshman were effective and consistent peer reviewers and produced feedback that resulted in meaningful improvement in their science writing. Use of peer review accelerated the development of students' scientific reasoning abilities as measured both by laboratory reports (n = 142) and by the Scientific Reasoning Test (n = 389 biology majors) and this effect was stronger than the impact of several years of university coursework. The structure of the peer review process and the structure of the assignments used to generate the science laboratory reports had notable influence on student performance however. Improvements in laboratory reports were greatest when the peer review process emphasized the generation of concrete and evaluative written feedback and when assignments explicitly incorporated the rubric criteria. The rubric was found to be reliable in the hands of graduate student teaching assistants (using generalizability analysis, g = 0.85) regardless of biological course content (three biology courses, total n = 142 student papers). Reliability increased as the number of criteria incorporated into the assignment increased. Consistent use of Universal Rubric criteria in undergraduate courses taught by graduate teaching assistants produced laboratory report scores with reliability values similar to those reported for other published rubrics and well above the reliabilities reported for professional peer review.
Lastly, students were overwhelmingly positive about peer review (83% average positive response, n = 1,026) reporting that it improved their writing, editing, researching and critical thinking skills. Interestingly, students reported that the act of giving feedback was equally useful to receiving feedback. Students connected the use of peer review in the classroom to its role in the scientific community and characterized peer review as a valuable skill they wished to acquire in their development as scientists. Peer review is thus an effective pedagogical strategy for improving student scientific reasoning skills. Specific recommendations for classroom implementation and use of the Universal Rubric are provided. Use of laboratory reports for assessing student scientific reasoning and application of the Universal Rubric across multiple courses, especially for programmatic assessment, is also recommended.
Sriram, Jayanthi Sanjeevi. "ENABLING STUDENTS TO LEARN: DESIGN, IMPLEMENTATION AND ASSESSMENT OF A SUPPLEMENTAL STUDY STRATEGIES COURSE FOR AN INTRODUCTORY UNDERGRADUATE BIOLOGY COURSE." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406817124.
Повний текст джерелаZagallo, Patricia, and Patricia Zagallo. "Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625586.
Повний текст джерелаUlrich, Erin R. "Student Perceptions of the Online Introductory Biology Laboratory Curriculum Using a Framework of Vision and Change and its Core Competencies." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1620054615148767.
Повний текст джерелаJones, Emily Lynn. "Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407148182.
Повний текст джерелаHudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.
Повний текст джерелаHarvey, Jennifer M. "An investigation into ways of encouraging the development of higher level cognitive skills in undergraduate biology students with reference to the Perry Scheme of Intellectual Development." Thesis, Edinburgh Napier University, 1994. http://researchrepository.napier.ac.uk/Output/4873.
Повний текст джерелаPartin, Matthew L. "The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213985302.
Повний текст джерелаCox, Stephanie Elizabeth. "Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?" BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5301.
Повний текст джерелаRoth, Emily Nicole. "An Investigation of the Influence of Students’ Academic Year, Students’ Declared Major, and Quiz Format on Academic Achievement in a Large Enrollment Undergraduate Human Gross Anatomy Course." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429870248.
Повний текст джерелаBlank-Spadoni, Nicholas. "Writing about worries as an intervention for test anxiety in undergraduates." Thesis, University of Southern California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598168.
Повний текст джерелаThe phenomenon of test anxiety has long been associated with decrements in performance (Zeidner, 1998) and has been found to affect up to 40% of all students (Cizek & Berg, 2006). Because a substantial number of students that deal with test anxiety perform below their ability on exams, test anxiety during cognitive ability tests has also been identified as a root cause of differential predictive validity of academic performance (Bonnaccio, Reeve & Winford, 2011). In addition, recent developments in cognitive psychology and neuroscience have led to a greater understanding of the neurological and psychological mechanisms at work in test anxiety (e.g., Eysenck & Derakshan, 2011; Immordino-Yang, Christodolou & Singh, 2012). Together, the well-known decrements in performance attributable to test anxiety, the hardships students suffer as a result of these decrements, and the increasing influence of test performance on decision-making in a number of educational settings contribute to a situation where developing effective test anxiety interventions is of the utmost theoretical, ethical, and practical importance.
Given the importance of developing effective interventions for test anxiety, there is, relative to the rather large body of literature that looks at the symptoms, causes, and effects of test anxiety, very little research that offers empirical findings from studies that explore effective interventions for test anxiety. The current research sought to replicate findings from a recent study that found a 10-minute expressive writing intervention immediately before a final exam allowed test anxious students to overcome their anxieties and outperform their less-anxious peers (Ramirez & Beilock, 2011). Students in the Ostrow School of Dentistry and Rossier School of Education at the University of Southern California performed the same kind of expressive writing intervention during a final exam. Survey data regarding cognitive test anxiety levels and trait anxiety were collected at Time 1 and the intervention was performed during at Time 2, during which levels of state anxiety were be assessed immediately before and after the intervention to determine the effect of the intervention on state anxiety.
Ultimately, the current research sought to answer the following questions: 1) Is there a difference in exam outcomes for students who write about worries immediately before an exam and for students who do not? 2) Does writing about worries immediately before an exam reduce self-report survey scores for state anxiety? Findings showed that condition differences did not exert a significant effect on exam performance when controlling for prior exam score in Sample 1 or Sample 2, but word count produced during the intervention significantly predicted exam performance across both samples when controlling for prior exam score. Further, the intervention significantly reduced state anxiety in Sample 1, but not Sample 2.
Recommendations for future research include additional investigation amongst samples within a more homogenous context; qualitative analysis of the content of writing performed as part of the intervention; comparative investigation of similar interventions that induce constructive internal reflection, mind-wandering, and interoception; and consideration of research designs that might allow for examination of the effects DMN deactivation induction in educational contexts.
Kulesza, Amy E. "An Evaluation of the Differential Effects of the Prerequisite Pathways on Student Performance in an Introductory Biology Course." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156293974052299.
Повний текст джерелаTurner, Trisha A. "Am I Able to Predict How I Will Do? Examining Calibration in an Undergraduate Biology Course." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/47.
Повний текст джерелаBowling, Bethany Vice. "Development, Evaluation, and Use of a Genetic Literacy Concept Inventory for Undergraduates." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1185456791.
Повний текст джерелаOsodo, Joseph. "3D visualization skills incorporation into an undergraduate biology course." Thesis, 1999. http://hdl.handle.net/10413/3298.
Повний текст джерелаThesis (M.Ed.)-University of Natal, 1999.
"Toward More Inclusive Large-Enrollment Undergraduate Biology Classrooms: Identifying Inequities and Possible Underlying Mechanisms." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49309.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Biology 2018
Woodson, Jolie. "Tapping into Students' Culturally Informed Prior Knowledge: A Study of Four Instructors Teaching Undergraduate Biology." Thesis, 2021. https://doi.org/10.7916/d8-rezg-nn97.
Повний текст джерелаLu, Fong-Mei. "Utilizing Caenorhabditis elegans resources in undergraduate biology education: instructional materials development and research on student understanding of early embryonic development using those materials /." 2006. http://www.library.wisc.edu/databases/connect/dissertations.html.
Повний текст джерела