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The Effects Of Inquiry Based Laboratory Learning On Graded Assessments For Tenth Grade Level 2 And Level 3 Biology Students
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Book Synopsis The Effects of Inquiry-based Laboratory Learning on Graded Assessments for Tenth Grade Level 2 and Level 3 Biology Students by : Andrew Sparmblack
Download or read book The Effects of Inquiry-based Laboratory Learning on Graded Assessments for Tenth Grade Level 2 and Level 3 Biology Students written by Andrew Sparmblack and published by . This book was released on 2003 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A three year study was done to answer the question, 'Does the implementation of student-driven laboratories and a reinforcement of the Scientific Method increase the scores on graded assessments of low-level (Level 3) to mid-level (Level 2) tenth grade biology students?' " -- Abstract.
Book Synopsis Effects of Inquiry Based Laboratory Experiments on Students' Comprehension of Biological Principles in a University Level Biology Course by : Margaret Louise (Peggy) O'Sullivan
Download or read book Effects of Inquiry Based Laboratory Experiments on Students' Comprehension of Biological Principles in a University Level Biology Course written by Margaret Louise (Peggy) O'Sullivan and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of implementing inquiry based experimentation in the laboratory portion of a first year university level general biology course. Students designed and performed their own experiments on two major biological topics. Data indicated that students acquired more comprehensive knowledge of the biological principles studied when they engaged in their own learning and designed their own experiments. Their report writing skills improved as did their understanding of scientific method. The time spent on the inquiry projects encouraged students to form collaborative work partnerships and work together outside of class time. Students participating in the study showed improved comprehension of the topics studied using inquiry based learning methods when compared to topics studied in the laboratory using traditional non-inquiry based learning methods.
Download or read book ASSESSING ASSESSMENTS written by and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract : Inquiry is an educational technique where students develop scientific knowledge and understanding through processes similar to those used by scientist. One of the obstacles to implementing the techniques is the need for teachers to self-evaluate their teaching and determine the effectiveness of inquiry-based teaching techniques with respect to developing higher-order thinking (HOT) skills in students. Feedback from an assessment permits teachers to adjust their curriculum to incorporate the most effective inquiry-base lessons. This report considers three short assessments of inquiry that were modified for use in the high school biology classroom. First there three assessments were compared against one another for equality and applicability. Then, each of these three assessments were compared to a longer performance-based assessment for the application to evaluate HOT skills. The purpose of comparing these three assessment to the performance-based assessment was to determine the degree to which each assessment measured HOT skills. Two assessment tools were determined to conform to the requirements of being equally accessible to all students, applicable to being realistic and manageable to use in the classroom and able to evaluate HOT skills.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1973 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Science Educator's Guide to Laboratory Assessment by : Rodney L. Doran
Download or read book Science Educator's Guide to Laboratory Assessment written by Rodney L. Doran and published by NSTA Press. This book was released on 2002 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focus on frequent, accurate feedback with this newly expanded guide to understanding assessment. Field-tested and classroom ready, it's designed to help you reinforce productive learning habits while gauging your lessons' effectiveness. The book opens with an up-to-date discussion of assessment theory, research, and uses. Then comes a wealth of sample assessment activities (nearly 50 in all, including 15 new ones) in biology, chemistry, physics, and Earth science. You'll like the activities' flexibility. Some are short tasks that zero in on a few specific process skills; others are investigations involving a variety of skills you can cover in one or two class periods; and still others are extended, in-depth investigations that take several weeks to complete. Keyed to the U.S. National Science Education Standards, the activities include reproducible task sheets and scoring rubrics. All are ideal for helping your students reflect on their own learning during science labs.
Book Synopsis Biology Inquiries by : Martin Shields
Download or read book Biology Inquiries written by Martin Shields and published by John Wiley & Sons. This book was released on 2005-10-07 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Biology Inquiries offers educators a handbook for teaching middle and high school students engaging lessons in the life sciences. Inspired by the National Science Education Standards, the book bridges the gap between theory and practice. With exciting twists on standard biology instruction the author emphasizes active inquiry instead of rote memorization. Biology Inquiries contains many innovative ideas developed by biology teacher Martin Shields. This dynamic resource helps teachers introduce standards-based inquiry and constructivist lessons into their classrooms. Some of the book's classroom-tested lessons are inquiry modifications of traditional "cookbook" labs that biology teachers will recognize. Biology Inquiries provides a pool of active learning lessons to choose from with valuable tips on how to implement them.
Book Synopsis Artificial Intelligence in Education by : C.-K. Looi
Download or read book Artificial Intelligence in Education written by C.-K. Looi and published by IOS Press. This book was released on 2005-07-14 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of Artificial Intelligence in Education has continued to broaden and now includes research and researchers from many areas of technology and social science. This study opens opportunities for the cross-fertilization of information and ideas from researchers in the many fields that make up this interdisciplinary research area, including artificial intelligence, other areas of computer science, cognitive science, education, learning sciences, educational technology, psychology, philosophy, sociology, anthropology, linguistics, and the many domain-specific areas for which Artificial Intelligence in Education systems have been designed and built. An explicit goal is to appeal to those researchers who share the perspective that true progress in learning technology requires both deep insight into technology and also deep insight into learners, learning, and the context of learning. The theme reflects this basic duality.
Book Synopsis Argument-driven Inquiry in Biology by : Victor Sampson
Download or read book Argument-driven Inquiry in Biology written by Victor Sampson and published by NSTA Press. This book was released on 2014-04-01 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you interested in using argument-driven inquiry for high school lab instruction but just aren't sure how to do it? You aren't alone. This book will provide you with both the information and instructional materials you need to start using this method right away. Argument-Driven Inquiry in Biology is a one-stop source of expertise, advice, and investigations. The book is broken into two basic parts: 1. An introduction to the stages of argument-driven inquiry-- from question identification, data analysis, and argument development and evaluation to double-blind peer review and report revision. 2. A well-organized series of 27 field-tested labs that cover molecules and organisms, ecosystems, heredity, and biological evolution. The investigations are designed to be more authentic scientific experiences than traditional laboratory activities. They give your students an opportunity to design their own methods, develop models, collect and analyze data, generate arguments, and critique claims and evidence. Because the authors are veteran teachers, they designed Argument-Driven Inquiry in Biology to be easy to use and aligned with today's standards. The labs include reproducible student pages and teacher notes. The investigations will help your students learn the core ideas, crosscutting concepts, and scientific practices found in the Next Generation Science Standards. In addition, they offer ways for students to develop the disciplinary skills outlined in the Common Core State Standards. Many of today's teachers-- like you-- want to find new ways to engage students in scientific practices and help students learn more from lab activities. Argument-Driven Inquiry in Biology does all of this even as it gives students the chance to practice reading, writing, speaking, and using math in the context of science.
Book Synopsis Knowing What Students Know by : National Research Council
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Book Synopsis Comparison of Student Achievement Using Didactic, Inquiry-based, and the Combination of Two Approaches of Science Instruction by : Hyacinth C. Foster
Download or read book Comparison of Student Achievement Using Didactic, Inquiry-based, and the Combination of Two Approaches of Science Instruction written by Hyacinth C. Foster and published by CreateSpace. This book was released on 2011-11-01 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed, in this dissertation, whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. Locally, the results indicated greater statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.
Book Synopsis Enhancing Student Interest and Learning in Tenth Grade Biology Through Inquiry-based Instruction by : Rosemary Christina Columbus
Download or read book Enhancing Student Interest and Learning in Tenth Grade Biology Through Inquiry-based Instruction written by Rosemary Christina Columbus and published by . This book was released on 2011 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Becoming a Secondary School Science Teacher by : Leslie W. Trowbridge
Download or read book Becoming a Secondary School Science Teacher written by Leslie W. Trowbridge and published by C.E. Merill Publishing Company. This book was released on 1981 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Design, Implementation and Assessment of an Authentic Research Experience in an Upper Division Biology Course by : Cody Patrick Watters
Download or read book Design, Implementation and Assessment of an Authentic Research Experience in an Upper Division Biology Course written by Cody Patrick Watters and published by . This book was released on 2016 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate research experiences (UREs) present students with unique opportunities to work through relevant scientific problems and experience what it is like to be a scientist. They are considered to be high impact practices based on the findings that students who participate in UREs are more likely to persist in their science major and enter a scientific career. Other benefits to participation in UREs include increased independence, increased cognitive and personal skills, and an increased sense of ownership for students. Unfortunately, most universities cannot offer UREs to the majority of their undergraduate science majors. One solution to this problem is to include research-based work in the course curriculum. Course-based undergraduate research experiences (CUREs) are designed to bring elements of the traditional UREs, including scientific practices, discovery, relevance, iteration and collaboration, into the classroom. The purpose of this study was to develop, implement, assess and refine a CURE module that could be used to inform the transformation of our biology department's laboratory curriculum to include research experiences that would benefit all of our nearly 2,000 undergraduate majors. This study (1) assessed student interest and opportunity for participation in research through student and faculty surveys, (2) evaluated current laboratory curriculum from beginning, intermediate, and upper-division courses for the degree of inquiry, and (3) designed and evaluated a CURE to serve as a model for large-scale curricular reform. Survey results from 2012 indicated that 91% of students were interested in performing research, but only 14% had participated by their junior or senior year. Faculty survey results indicated that an average of 3 students per year were mentored by tenure-track faculty, but this accommodated less than 3% of biology pre-majors and majors. Assessment of the existing laboratory curriculum for levels of inquiry revealed either a lack, or very low levels, of inquiry in all but one lower division exercise. These results confirmed the need for curricular reform. To demonstrate feasibility, a three-week Model CURE was created to replace the traditional curriculum in an upper-division Developmental Biology course. Through the Model CURE, students studied the development of Caenorhabditis elegans (C. elegans) under normal conditions and after exposure to teratogens that are present in local waterways. Assessments of the impact of the new curriculum on student knowledge, skills, and attitudes were conducted over several semesters through pre-/post-instruction surveys, laboratory write-ups, an embedded exam essay question related to the CURE project and focus groups with students participating in traditional UREs and the Model CURE. Pre-/post-instruction surveys highlighted student gains and exposed areas of the curriculum that could still be improved. Evaluation of student laboratory write-ups indicated a shift in students' perceived gains from basic techniques and foundational knowledge at the beginning of the Model CURE to research-related skills and advanced knowledge by the end. Insights from these assessments also lead to the addition of a fourth week and improvements to the laboratory manual. Analysis of student exam essays indicated that students recognized all five CURE elements in the research they performed during the module. Novel discovery was discussed least often, and was highlighted as an element of the curriculum that could use additional emphasis. Through focus groups, URE students noted the importance of the primary literature, the need for troubleshooting, the benefits of collaboration, the relevance of their projects, and the importance of building relationships with mentors. Model CURE students participating in focus groups also discussed troubleshooting, collaboration, relevance, and a sense of project ownership as elements present in their laboratory course, suggesting that they experienced many of the same benefits and gains as their URE counterparts. Collectively, these results indicate that even a short research module can have positive impacts on students and that evaluation of student data can lead to curricular improvements with observable student gains.
Book Synopsis Construction, Implementation, and Evaluation of an Undergraduate Biology Laboratory Teaching Model by : Todd M. Tarrant
Download or read book Construction, Implementation, and Evaluation of an Undergraduate Biology Laboratory Teaching Model written by Todd M. Tarrant and published by . This book was released on 2005 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Secondary School Science by : Leslie W. Trowbridge
Download or read book Teaching Secondary School Science written by Leslie W. Trowbridge and published by Simon & Schuster Books For Young Readers. This book was released on 1996 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: This market-leading book has been updated to reflect the latest in learning theory, science reform, and professional development. Includes complete chapters on incorporating educational technology into the science classroom, classroom management and conflict resolution, and teaching science for cultural and gender differences. For Educators and School Administrators for Secondary Science.
Book Synopsis Inquiry-based laboratory investigations and student performance on standardized tests in biological science by : Usha Patke
Download or read book Inquiry-based laboratory investigations and student performance on standardized tests in biological science written by Usha Patke and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
