Biology Education Research: Lessons and Future Directions

Singer, Susan R.; Nielsen, Natalie; Schweingruber, Heidi A.

doi:10.1187/cbe.13-03-0058

Cited by 41 publications

(38 citation statements)

References 8 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The few studies that have been done on running field courses in unfamiliar locations have either focussed on the experiences of students in terms of cognitive, psychological and geographical aspects of 'novelty space' (Falk 64 et al, 1978;Orion and Hofstein, 1994;Cotton and Cotton, 2009) without relating this to student learning and attainment, or have focussed on learning and attainment without specifically linking this to novelty of location (Hill and Woodland, 2002). This is symptomatic of a general lack of discipline-specific educational research conducted in the field (Singer et al, 2013) and is 68 despite the aforementioned importance of fieldwork to the study of Biosciences at HE level.…”

Section: Introductionmentioning

confidence: 99%

“…In the case of student attainment, we also link field course attendance and attainment to performance in the third year dissertation module, third year performance, and overall degree classification test the hypotheses that involvement in, and engagement with, novel situations on a field course has 80 lasting academic benefits. This is one of the first studies to assess the role of field courses as progressive learning experiences in this way (Hill and Woodland, 2002;Singer et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Overseas Field Courses in Student Learning in the Biosciences

Goodenough¹,

Rolfe²,

MacTavish³

et al. 2014

Bioscience Education

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Overseas Field Courses in Student Learning in the Biosciences

Goodenough¹,

Rolfe²,

MacTavish³

et al. 2014

Bioscience Education

View full text Add to dashboard Cite

“…FlowJo data analysis software is also used in a month‐long academic license for data analysis in a couple of the labs. Integrating technology into courses can be very useful for student engagement and future success in the technique Hands‐on machine training : This course provides technical cytometric machine training in the RIC at Brigham Young University with help from the director and technicians.…”

Section: Methodsmentioning

confidence: 99%

“…Integrating technology into courses can be very useful for student engagement and future success in the technique. 23…”

Section: Course Outlinementioning

confidence: 99%

A full semester flow cytometry course improves graduate and undergraduate student confidence

Tueller

Whitley

Weber

2019

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Flow cytometry is a versatile and high throughput technique for rapid and efficient biological testing. It requires a high level of conceptual, technical, and analytical skills to properly design experiments, effectively operate flow cytometry machines, and analyze the data. A lack of training and development of any of these three skills can result in underutilization and improper use of flow cytometric machines that can impede research progress. Often students develop these conceptual, technical, and analysis skills from trial and error, but many students either do not use this powerful flow cytometry technology, use it improperly or ineffectively, or give up using it without proper training and support. Here we report on a course which teaches flow cytometry skills to undergraduate and graduate students. The design of this course is unique in that it teaches conceptual, technical, and analytical skills related to flow cytometry in a full semester format. Undergraduate and graduate students reported significant increases in their confidence levels over the course of the semester. Here we provide our findings and resources for others who may want to implement a similar course.

show abstract

“…Placements may increase student's awareness of their transferable skills and foster acquisition of new transferable skills (Bennett et al, 1999, Scholz et al, 2004 In addition, work placements may promote an understanding of future careers and occupations (Matthew et al, 2012). Compared to traditional instruction, active learning methods, such as work placement, show to positively influence students' learning, achievements and knowledge retention (Freeman et al, 2014, Singer et al, 2013. Work placements tie into theory of knowledge which states that certain aspects of knowledge can only be accessed after real-life experience and execution of the activity (Dewey, 2011, Dreyfus and Dreyfus, 1986, Polanyi, 1967.…”

Section: Introductionmentioning

confidence: 99%

Developing work placements in a discipline-oriented education

Velle

Hole

Førland

et al. 2017

NJSTEME

View full text Add to dashboard Cite

Higher education is often divided into discipline-oriented and professional programs. Professional programs prepare students for a specific profession and include relevant theoretical and practical knowledge. Discipline-oriented programs emphasize theoretical knowledge and research within a specific discipline or field. Except for a career within research and higher education, discipline-oriented programs provide less obvious links to future careers. The transition from student life to working life may therefore be challenging.In this paper, we present and discuss the development and implementation of a work placement course as part of the disciplinary programs in biology at the University of Bergen. The course was developed to provide students with practical-and work-related competences, to inform about opportunities for future career and to foster motivation and learning. We have revised the course according to feedback from students, workplace hosts and our experience as course teachers during the six semesters the course has been running.The work placement course is at the bachelor (BSc) level and consists of two main components; a work placement and the student's own reporting of placement outcomes. For the placement, the students work 140 hours at a workplace as a biologist. The reporting consists of four open blog-posts, one written reflective essay and a final oral presentation. The course teachers also meet with the students and convey information on the roles of biology and biologists in today's society through a Facebook group.Feedback from the students, hosts and course teachers point to a range of benefits from work practice in discipline-oriented study programs. Based on our experience, we provide guidance for implementing such courses.

show abstract

Biology Education Research: Lessons and Future Directions

Cited by 41 publications

References 8 publications

The Role of Overseas Field Courses in Student Learning in the Biosciences

The Role of Overseas Field Courses in Student Learning in the Biosciences

A full semester flow cytometry course improves graduate and undergraduate student confidence

Developing work placements in a discipline-oriented education

Contact Info

Product

Resources

About