BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors

Brownell, Sara E.; Freeman, Scott; Wenderoth, Mary Pat; Crowe, Alison J.

doi:10.1187/cbe.13-12-0233

Cited by 142 publications

(201 citation statements)

References 27 publications

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“…We use a bottom-up approach developed by Brownell et.al [18], which involves members of the biology faculty who are involved the education committee and / or engaged in biological education research.…”

Section: Methodsmentioning

confidence: 99%

“…Biology has evolved into a wide range of sub disciplines and applications including by playing a role in solving social, food, health, energy, and environmental problems [16]. The exponential development of biological discovery makes it difficult to decide what to include in a 4-year undergraduate curriculum [18].…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

“…We cannot teach students about everything in biology and a consensus of the most important matters to teach is necessary [18]. The exponential development of biological sciences requires a dynamic teaching process.…”

Section: Advances In Social Sciencementioning

confidence: 99%

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Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

Suwono¹,

Lestari²,

Lukiati³

et al. 2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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Abstract-21st century biological science is recommended to meet the people's needs in four key areas, namely sustainable food production, environmental protection, renewable energy, and human health improvisation. Indonesia is a country that is rich in biodiversity, as well as high levels of environmental susceptibilities especially species extinction and habitat destruction that lead to biodiversity declines. Biology is a branch of natural science that plays an important role in environmentally sustainable development. Biology is the basis of applied science such as medicine, pharmacy, agriculture including fisheries, animal husbandry, and forestry, which plays a role in poverty alleviation, prevents planetary destruction, and maintains the welfare of the world community. The life-based curriculum was developed to provide a framework for the development of a capable and excellent biology undergraduate. The undergraduate's capabilities include mastering competence as a biology researcher, spirituality, character, attitude, 21st century literacy, research capability, and self and organizational management. A graduate of biology undergraduate program is a biology scholar who has the spirit of Pancasila, entrepreneurship, cares about environmental preservation, and has the capability of a reliable biology researcher. As a biology researcher, a biology graduate can apply biological science to creating products (goods and/or services), literacy to technology and innovation, and create potentially useful biological discoveries. Research-based instruction in life-based learning provides students with an opportunity to engage in research and develop related skills such as critical thinking and problem-solving skills. Teaching and assessment methods are created to develop graduate capabilities in a sustainable manner.

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Section: Methodsmentioning

confidence: 99%

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

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Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

Suwono¹,

Lestari²,

Lukiati³

et al. 2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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“…In particular, can learning progressions (National Research Council [NRC], 2007) and the core concepts and competencies outlined in Vision and Change (AAAS, 2011), and the “BioCore Guide” (Brownell et al. , 2014) be related to the proposal that threshold concepts are a gateway to mastery?…”

Section: Defining Threshold Conceptsmentioning

confidence: 99%

Crossing the Threshold: Bringing Biological Variation to the Foreground

Batzli

Knight

Hartley

et al. 2016

LSE

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“…Undergraduate research experience improves actual and student-perceived ability to perform authentic scientific practices, student attitude and outlook on science, and student motivation to pursue a career within science (Hunter et al, 2007;Lopatto, 2007;Russell et al, 2007;Weaver et al, 2008;Jones et al, 2010;Brownell et al, 2014). It also improves academic performance and persistence to a degree, particularly for historically underrepresented students (e.g., Jones et al, 2010).…”

Section: Student-centered Learningmentioning

confidence: 99%

Vision & Change: Why It Matters

McLaughlin

Metz

2016

The American Biology Teacher

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The AAAS “Vision and Change” report (2011) has been inspiring undergraduate biology educators nationwide to rethink their educational approach, favoring active-learning strategies to better prepare today's students for a complex, data-rich future. Here, we consider the history of the movement, its place in the greater arena of STEM education, and the reasons why this new approach has never been more critical. We encourage all biology educators to consider becoming agents of change, and we focus on helpful resources and practical suggestions to help ABT readers take the plunge into (or at least get their feet wet in) the welcoming waters of Vision and Change.

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BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors

Cited by 142 publications

References 27 publications

Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

Crossing the Threshold: Bringing Biological Variation to the Foreground

Vision & Change: Why It Matters

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