ArticleCBE life sciences education2016
Crossing the Threshold: Bringing Biological Variation to the Foreground.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- Introducing CACIE: Development of the first Conceptual Assessment of Children's Ideas about Evolution.PloS one · 2025Article
- The increasing relevance of immunobiology within a connected animal science curriculum.Translational animal science · 2023Article
- Article
- Lego Serious Play: Building engagement with cell biology.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2022Article
- Improving Students' Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention.CBE life sciences education · 2022Article
- Article
- Paired Multiple-Choice Questions Reveal Students' Incomplete Statistical Thinking about Variation during Data Analysis.Journal of microbiology & biology education · 2021Article
- Representing Variability: The Case of Life Cycle Diagrams.CBE life sciences education · 2020Article
- Conceptual Characterization of Threshold Concepts in Student Explanations of Evolution by Natural Selection and Effects of Item Context.CBE life sciences education · 2020Article
- Development of the Biological Variation In Experimental Design And Analysis (BioVEDA) assessment.PloS one · 2020Article
- Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing?CBE life sciences education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Threshold concepts have been referred to as "jewels in the curriculum": concepts that are key to competency in a discipline but not taught explicitly. In biology, researchers have proposed the idea of threshold concepts that include such topics as variation, randomness, uncertainty, and scale. In this essay, we explore how the notion of threshold concepts can be used alongside other frameworks meant to guide instructional and curricular decisions, and we examine the proposed threshold concept of variation and how it might influence students' understanding of core concepts in biology focused on genetics and evolution. Using dimensions of scientific inquiry, we outline a schema that may allow students to experience and apply the idea of variation in such a way that it transforms their future understanding and learning of genetics and evolution. We encourage others to consider the idea of threshold concepts alongside the Vision and Change core concepts to provide a lens for targeted instruction and as an integrative bridge between concepts and competencies.
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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.