Copertina

The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers

Fuente: Wiley Open Access

Salvato in:

Dettagli Bibliografici
Autori principali:	Carly A. Busch, Erika M. Nadile, Tasneem F. Mohammed, Logan E. Gin, Sara E. Brownell, Katelyn M. Cooper
Natura:	Artículo Open Access
Pubblicazione:	Wiley 2024
Soggetti:	Journal of Research in Science Teaching
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi
di: Sharday N. Ewell, et al.
Pubblicazione: (2024)

Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking
di: Sage Andersen, et al.
Pubblicazione: (2024)

Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education
di: Mikeas Silva de Lima, et al.
Pubblicazione: (2024)

Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
di: Phil Seok Oh, et al.
Pubblicazione: (2024)

Strangers in the North: Critical narratives on the postgraduation career transitions of international doctoral students
di: Bo Zhang, et al.
Pubblicazione: (2024)

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability
di: Alexandra Okada
Pubblicazione: (2024)

Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas
di: Alison K. Mercier, et al.
Pubblicazione: (2024)

Characterizing variations in the figured worlds of teachers and students in science class
di: Jessica L. Alzen, et al.
Pubblicazione: (2024)

Teaching research and evidence based medicine to medical students using a flipped classroom framework
di: Kasia Banas, et al.
Pubblicazione: (2025)

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
di: Tim Hartelt, et al.
Pubblicazione: (2024)

Preparing students for the modern information landscape and navigating science–technology–society issues
di: Jerrid Kruse, et al.
Pubblicazione: (2024)

A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
di: Cecilia Caiman, et al.
Pubblicazione: (2024)

Evidence-based decision making by undergraduate dental students - Teaching proposal and student´s perception
di: Rodrigues-Junior, Sinval Adalberto, et al.
Pubblicazione: (2024)

Impacts of entrepreneurship education on brazilian undergraduate students: An empirical study comparing compulsory and elective disciplines
di: Carlos Arruda
Pubblicazione: (2023)

Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition
di: Tamera Jones, et al.
Pubblicazione: (2024)

Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach
di: Lihua Tan, et al.
Pubblicazione: (2024)

Critical thinking in STEM (science, technology, engineering, and mathematics)
di: O. ROGOVAYA
Pubblicazione: (2019)

The role of equitable classroom cultures for supporting interest in science
di: Corinne Singleton, et al.
Pubblicazione: (2024)

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning
di: Cayla R. Teal, et al.
Pubblicazione: (2024)

Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar
di: Zahra Hazari, et al.
Pubblicazione: (2024)

Students' situational engagement profiles in formal and informal science learning environments
di: Patrick N. Beymer, et al.
Pubblicazione: (2024)

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity
di: Scott E. Grapin, et al.
Pubblicazione: (2024)

The promotion of teaching and learning scholarship in undergraduate nursing non‐tenure line faculty: A success story
di: Melissa Miner, et al.
Pubblicazione: (2024)

Actionable visualization principles and guidance for a foundational university data science course
di: David C. Sterratt, et al.
Pubblicazione: (2026)

Practical programming tasks for better understanding of expectation in computer science probability courses
di: Nili Beck, et al.
Pubblicazione: (2025)

Strengthening statistical reasoning in students of engineering programs through active methodologies
di: Hugo Alvarado Martínez, et al.
Pubblicazione: (2025)

Rot, White, and Blue: A scholarly personal narrative on the lived experiences of a white, German international graduate student in the United States
di: Michaela M. Dengg
Pubblicazione: (2024)

Fostering a culture of scholarship of teaching and learning in higher education: A look at emerging research
di: Claire Major, et al.
Pubblicazione: (2024)

Exploring science teachers' efforts to frame phenomena in the community
di: Heather F. Clark, et al.
Pubblicazione: (2024)

Epistemic networks and the social nature of public engagement with science
di: Noah Weeth Feinstein, et al.
Pubblicazione: (2024)

Fostering student engagement with data: What preservice teachers can learn from Watson and Fitzallen's mystery task
di: Sibel Kazak
Pubblicazione: (2025)

Flipping a science course specifically to promote equity and inclusion
di: Mun Chun (MC) Chan
Pubblicazione: (2024)

Can we disrupt the momentum of the AI colonization of science education?
di: Lucy Avraamidou
Pubblicazione: (2024)

African American Language in science education: A translanguaging perspective
di: Quentin C. Sedlacek, et al.
Pubblicazione: (2024)

A comparison of strategies used by lecturers to improve students' perceived feelings toward statistics—A study that is Stat‐tastic!
di: Anna Christian Riach, et al.
Pubblicazione: (2025)

TEACHING STRATEGIES METHODS AND TECHNIQUES USED BY PRESCHOOL TEACHER CANDIDATES
di: İpek Danju
Pubblicazione: (2020)

TRANSforming language use in science education through trans and queer studies
di: Ayça K. Fackler, et al.
Pubblicazione: (2024)

Toward a system of gesture–speech relations in elementary science teaching
di: Zhenzhen Zhang, et al.
Pubblicazione: (2024)

Students' awareness and conceptions of science‐related communication mechanisms on social media
di: Soraya Kresin, et al.
Pubblicazione: (2024)

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review
di: Ariel Chasen, et al.
Pubblicazione: (2024)