schliessen

Filtern

 

Bibliotheken

Moving theory into practice: a reflection on teaching a large, introductory biology course for majors.

While this feature in CBE—Life Sciences Education most often translates some aspect of the research literature—from cognitive science, psychology, science education, and other fields—into practical strategies for biology instructors, this installment is purposefully different in kind. Below, I offer... Full description

Journal Title: CBE life sciences education 2011, Vol.10(2), pp.113-122
Main Author: Tanner, Kimberly D
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: E-ISSN: 1931-7913 ; DOI: 10.1187/cbe.11-03-0029
Link: http://search.proquest.com/docview/870289659/?pq-origsite=primo
Zum Text:
SendSend as email Add to Book BagAdd to Book Bag
Staff View
recordid: proquest870289659
title: Moving theory into practice: a reflection on teaching a large, introductory biology course for majors.
format: Article
creator:
  • Tanner, Kimberly D
subjects:
  • Biology–Education
  • Curriculum–Methods
  • Students–Methods
  • Teaching–Methods
  • Universities–Methods
ispartof: CBE life sciences education, 2011, Vol.10(2), pp.113-122
description: While this feature in CBE—Life Sciences Education most often translates some aspect of the research literature—from cognitive science, psychology, science education, and other fields—into practical strategies for biology instructors, this installment is purposefully different in kind. Below, I offer a more personal reflection on teaching, motivated by several considerations. First, many of these features have focused on a single pedagogical approach or issue. However, the disaggregation of the many aspects of teaching and learning can belie the complexity of the task of making things happen in a classroom. Practical teaching strategies inspired by research findings may appear only tangentially related to one another, and many strategies are dependent on intangibles related to individual characteristics of an instructor and an institution. In addition, while evaluating research evidence is key in developing effective approaches to teaching, I have found that many colleagues have been inspired to try something new in their teaching from hearing stories of what could be, of the possibilities, regardless of the research behind the stories. Here I am aiming to use my own recent first-time experience of teaching a large introductory biology course for majors to weave together several practical approaches that are grounded in the research literature.
language: eng
source:
identifier: E-ISSN: 1931-7913 ; DOI: 10.1187/cbe.11-03-0029
fulltext: fulltext
issn:
  • 19317913
  • 1931-7913
url: Link


@attributes
ID1331083496
RANK0.07
NO1
SEARCH_ENGINEprimo_central_multiple_fe
SEARCH_ENGINE_TYPEPrimo Central Search Engine
LOCALfalse
PrimoNMBib
record
control
sourcerecordid870289659
sourceidproquest
recordidTN_proquest870289659
sourcesystemPC
pqid870289659
display
typearticle
titleMoving theory into practice: a reflection on teaching a large, introductory biology course for majors.
creatorTanner, Kimberly D
contributorTanner, Kimberly D (correspondence author) ; Tanner, Kimberly D (record owner)
ispartofCBE life sciences education, 2011, Vol.10(2), pp.113-122
identifierE-ISSN: 1931-7913 ; DOI: 10.1187/cbe.11-03-0029
subjectBiology–Education ; Curriculum–Methods ; Students–Methods ; Teaching–Methods ; Universities–Methods
languageeng
source
descriptionWhile this feature in CBE—Life Sciences Education most often translates some aspect of the research literature—from cognitive science, psychology, science education, and other fields—into practical strategies for biology instructors, this installment is purposefully different in kind. Below, I offer a more personal reflection on teaching, motivated by several considerations. First, many of these features have focused on a single pedagogical approach or issue. However, the disaggregation of the many aspects of teaching and learning can belie the complexity of the task of making things happen in a classroom. Practical teaching strategies inspired by research findings may appear only tangentially related to one another, and many strategies are dependent on intangibles related to individual characteristics of an instructor and an institution. In addition, while evaluating research evidence is key in developing effective approaches to teaching, I have found that many colleagues have been inspired to try something new in their teaching from hearing stories of what could be, of the possibilities, regardless of the research behind the stories. Here I am aiming to use my own recent first-time experience of teaching a large introductory biology course for majors to weave together several practical approaches that are grounded in the research literature.
version3
lds50peer_reviewed
links
openurl$$Topenurl_article
openurlfulltext$$Topenurlfull_article
backlink$$Uhttp://search.proquest.com/docview/870289659/?pq-origsite=primo$$EView_record_in_ProQuest_(subscribers_only)
search
creatorcontribTanner, Kimberly D
titleMoving theory into practice: a reflection on teaching a large, introductory biology course for majors.
subject
0Biology–Education
1Curriculum–Methods
2Students–Methods
3Teaching–Methods
4Universities–Methods
general
0English
110.1187/cbe.11-03-0029
2MEDLINE (ProQuest)
3ProQuest Biological Science Collection
4ProQuest Natural Science Collection
5ProQuest SciTech Collection
6Biological Science Database
7Natural Science Collection
8SciTech Premium Collection
9Health Research Premium Collection
10Health Research Premium Collection (Alumni edition)
11Biological Science Index (ProQuest)
sourceidproquest
recordidproquest870289659
issn
019317913
11931-7913
rsrctypearticle
creationdate2011
addtitleCBE life sciences education
searchscope
01007527
11007944
21009130
310000004
410000038
510000050
610000120
710000159
810000238
910000253
1010000260
1110000270
1210000271
1310000302
1410000350
15proquest
scope
01007527
11007944
21009130
310000004
410000038
510000050
610000120
710000159
810000238
910000253
1010000260
1110000270
1210000271
1310000302
1410000350
15proquest
lsr43
01007527false
11007944false
21009130false
310000004false
410000038false
510000050false
610000120false
710000159false
810000238false
910000253false
1010000260false
1110000270false
1210000271false
1310000302false
1410000350false
contributorTanner, Kimberly D
startdate20110101
enddate20110101
citationpf 113 pt 122 vol 10 issue 2
lsr30VSR-Enriched:[description, pqid]
sort
titleMoving theory into practice: a reflection on teaching a large, introductory biology course for majors.
authorTanner, Kimberly D
creationdate20110101
lso0120110101
facets
frbrgroupid23508309086127099
frbrtype5
newrecords20181218
languageeng
creationdate2011
topic
0Biology–Education
1Curriculum–Methods
2Students–Methods
3Teaching–Methods
4Universities–Methods
collection
0MEDLINE (ProQuest)
1ProQuest Biological Science Collection
2ProQuest Natural Science Collection
3ProQuest SciTech Collection
4Biological Science Database
5Natural Science Collection
6SciTech Premium Collection
7Health Research Premium Collection
8Health Research Premium Collection (Alumni edition)
9Biological Science Index (ProQuest)
prefilterarticles
rsrctypearticles
creatorcontribTanner, Kimberly D
jtitleCBE life sciences education
toplevelpeer_reviewed
delivery
delcategoryRemote Search Resource
fulltextfulltext
addata
aulastTanner
aufirstKimberly D
auTanner, Kimberly D
addauTanner, Kimberly D
atitleMoving theory into practice: a reflection on teaching a large, introductory biology course for majors.
jtitleCBE life sciences education
risdate20110101
volume10
issue2
spage113
epage122
pages113-122
eissn1931-7913
formatjournal
genrearticle
ristypeJOUR
doi10.1187/cbe.11-03-0029
urlhttp://search.proquest.com/docview/870289659/
date2011-01-01
Cannot write session to /tmp/vufind_sessions/sess_804c230dblggor2naunsr0rtj2