Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?

Labov, Jay B.; Reid, Ann; Yamamoto, Keith R.

doi:10.1187/cbe.09-12-0092

Cited by 174 publications

(120 citation statements)

References 16 publications

Supporting

Mentioning

115

Contrasting

Unclassified

Order By: Relevance

“…Although epistemology and pedagogy in a specific field of knowledge are not the same (Kirschner et al, 2006), education of future science teachers requires cooperation of scientific and educational institutions (Anderson et al, 2011;Labov et al, 2010). Teacher's professional development, focused on both the content knowledge and the pedagogical content knowledge, contributes to the development of skills, knowledge and confidence.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Methodology of Research Activity Development in Preparing Future Teachers with the Use of Information Resources

Cao

Amanbayeva

Maimatayeva

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The modern paradigm of education development has new demands on the professional and personal traits of a teacher, in particular, the ability to organize research activity of schoolchildren and to support their interest in science. The research competence of future teachers is a key characteristic that provides these skills. Properly organized research activity of future science teachers contributes not only to their research competence development, but also to their self-confidence as a professional, and thus, supports their motivation for further improvement in the field of teaching. This article presents a developed model of a methodological system for organizing the research activity development in training the future biologists at the pedagogical university. Based on the model, we have developed a comprehensive program for student's research competence development, which was tested at two courses of a pedagogical university. Comparison of the nine experimental groups (220 students) and nine control groups (218 students) showed that our program designed to develop student's research competence is effective. The paper also discusses the conditions, under which the program is effective, in particular, the importance of continuing education of teacher educators, as well as the necessity of interaction between educational and scientific institutions.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The modern paradigm of education development, in particular lifelong learning and orientation toward the productive combination of science education and educators' education, has new demands on the professional and personal traits of a teacher (Anderson et al, 2011;Labov, Reid, & Yamamoto, 2010):…”

Section: Introductionmentioning

confidence: 99%

Methodology of Research Activity Development in Preparing Future Teachers with the Use of Information Resources

Cao

Amanbayeva

Maimatayeva

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…21)." Moreover, other researchers defined STEM education as a meta-disciplinary approach or interdisciplinary approach, meaning the teaching of the separate disciplines of STEM as one cohesive entity to solve real-world problems (Breiner, Harkness, Johnson, & Koehler, 2012;Labov, Reid, & Yamamoto, 2010). These points of view see the notion of STEM education as not being limited to mere integration of the four disciplines of STEM (e.g., teaching several disciplines at the same time), but the provision of students with the best practices to solve complex reallife problems with integrative thinking.…”

Section: Educational Perspectives On Stem: Interdisciplinary Approachmentioning

confidence: 99%

Stemming on STEM: A STEM Education Framework for Students with Disabilities

Hwang¹,

Taylor²

2016

JSESD

View full text Add to dashboard Cite

“…The report questioned which topics were necessary and the amount of content to be covered in an Introductory Biology course. As Labov et al (10) explain, the future of education in the biological sciences will require students to make connections across various disciplines and to study the depth of a particular bioscience. Additionally, The New Biology Initiative of the National Research Council emphasizes that future biologists need to have developed their quantitative and communication skills to focus on the interdisciplinary issues of the 21st century (10).…”

Section: Introductionmentioning

confidence: 99%

“…As Labov et al (10) explain, the future of education in the biological sciences will require students to make connections across various disciplines and to study the depth of a particular bioscience. Additionally, The New Biology Initiative of the National Research Council emphasizes that future biologists need to have developed their quantitative and communication skills to focus on the interdisciplinary issues of the 21st century (10). In the same vein, Bruce Albert, AAAS, Editor-in-Chief of Science says, "My hope is that we can change the focus of introductory courses to cover much less material in order to give students the chance to learn what science is and the opportunity to experience science" (1).…”

Section: Introductionmentioning

confidence: 99%

Does the Transition to an Active-Learning Environment for the Introductory Course Reduce Students’ Overall Knowledge of the Various Disciplines in Biology?

Simurda

2012

J Microbiol Biol Educ.

View full text Add to dashboard Cite

As biology education is being redesigned toward an interdisciplinary focus and as pedagogical trends move toward active-learning strategies and investigative experiences, a restructuring of the course content for the Introductory Biology course is necessary. The introductory course in biology has typically been a survey of all the biosciences. If the total number of topics covered is reduced, is the students' overall knowledge of biology also reduced? Our introductory course has been substantially modified away from surveying the biological sciences and toward providing a deep understanding of a particular biological topic, as well as focusing on developing students' analytical and communication skills. Because of this shift to a topic-driven approach for the introductory course, we were interested in assessing our graduating students' overall knowledge of the various biological disciplines. Using the Major Field Test -Biology (Educational Testing Service (ETS), Princeton, NJ), we compared the test performance of graduating students who had a traditional lecture-based introductory course to those who had a topic-driven active-learning introductory course. Our results suggest that eliminating the traditional survey of biology and, instead, focusing on quantitative and writing skills at the introductory level do not affect our graduating students' overall breadth of knowledge of the various biosciences.

show abstract

Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?

Cited by 174 publications

References 16 publications

Methodology of Research Activity Development in Preparing Future Teachers with the Use of Information Resources

Methodology of Research Activity Development in Preparing Future Teachers with the Use of Information Resources

Stemming on STEM: A STEM Education Framework for Students with Disabilities

Does the Transition to an Active-Learning Environment for the Introductory Course Reduce Students’ Overall Knowledge of the Various Disciplines in Biology?

Contact Info

Product

Resources

About