ArticleCBE life sciences education2015
Scientific teaching: defining a taxonomy of observable practices.
Article in CBE life sciences education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
30 citing papers in PubMed.
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- Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.PloS one · 2024Article
- Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity.Journal of microbiology & biology education · 2023Article
- Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching.CBE life sciences education · 2022Article
- A Course-Based Undergraduate Research Experience Improves Outcomes in Mentored Research.CBE life sciences education · 2022Article
- Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction.CBE life sciences education · 2021Article
- A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset.CBE life sciences education · 2021Article
- Data-rich textbook figures promote core competencies: Comparison of two textbooks.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning.Journal of microbiology & biology education · 2021Article
- Improving Instructional Fitness Requires Change.Bioscience · 2020Article
- The Tyranny of Content: "Content Coverage" as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It.CBE life sciences education · 2020Article
- Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies.Journal of microbiology & biology education · 2020Article
- Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching.CBE life sciences education · 2019Article
- Perceived supports and evidence-based teaching in college STEM.International journal of STEM education · 2019Article
- Evaluating the extent of a large-scale transformation in gateway science courses.Science advances · 2018Article
- Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices.CBE life sciences education · 2018Article
- When Group Work Doesn't Work: Insights from Students.CBE life sciences education · 2018Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST's core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.