Teaching biotechnology through case studies - can we improve higher order thinking skills of nonscience majors?

By Yehudit Judy Dori, Revital T. Tal, Masha Tsaushu. 2003

233 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d4e2694dba9a71ae9fd4cb60b0262cb5e2c49be

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In Education

Citations in the corpus

The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, background): “…studies in the area of science education have focused on the use of models and modeling as a way to support students in the learning of science (Dori et al. 2003; Lehrer and Schauble 2012; Mendonça and Justi 2013; Papaevripidou et al. 2007) or on the use of images (i.e., Korfiatis et al.…”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “…on science content learning in SSI has found that SSIlearning environments promote gains in conceptual knowledge (Sadler, Barab, and Scott, 2007; Dori et al., 2003; Klosterman & Sadler, 2010; Yager et al., 2006). support the claim that SSI contexts facilitate content learning as effectively as…”
Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (2003, background): “In the Biotechnology project (Study 3), teachers paid special attention to learning difficulties of the low achievers.”
LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “Students with different academic achievements (high, average, and low) show differences in gaining higher-order thinking skills ( Dori, Tal & Tsaushu, 2003 ).”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, background): “Another group of studies used pre-post designs to investigate content knowledge gains following the implementation of SSI-based instruction (Barab, Sadler, Heiselt, Hickey, & Zuiker, 2007; Dori et al., 2003; Klosterman & Sadler, 2010).”
Argument to Foster Scientific Literacy (2010, background): “The activities reported by Engle and Conant (2002) and Yerrick (2000) included students developing ways to address questions, construction of explanations for the research questions, and defense of their ideas.”