Scientific Teaching

By Jo Handelsman, Diane Ebert-May, R. Beichner, Peter J Bruns, Amy Chang, R. Dehaan, Jim Gentile, Sarah Lauffer, J. Stewart, S. Tilghman and 1 more. Science, 2004

764 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a533af3018f64f5505f3f839b8dec94bf188557a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Kreager
2. L. Arthurs
3. S. Freeman
4. M. Wenderoth
5. Janice D. Gobert
6. W. Wood
7. Ross H. Nehm
8. J. Varner

Citations in the corpus

• Prescribed active learning increases performance in introductory biology (2007, background): “…on three themes: 1) faculty should apply the same hypothesis-testing framework in their teaching as they do in their benchwork and fieldwork (Handelsman et al., 2004; Cech and Kennedy 2005); 2) the overall number of undergraduate and graduate degrees awarded to U.S. citizens in science,…”
• An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “…science education goals are concerned with developing higher order thinking skills (Bloom, 1956; Krathwohl, 2002), modelling what scientists do (Handelsman et al., 2004), science literacy and the ability to apply scientific knowledge to decision-making (Earth Science Literacy © 2017 The…”
• Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. (2005, background): “Fortunately, the strategies for breaking down the roadblocks and realizing the promise of active learning and inquiry instruction in the large class are being tested and publicized (Handelsman et al., 2004).”
• Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “…to undergraduate science education in ways that promote meaningful learning, problem solving, and critical thinking for a diversity of students (American Association for the Advancement of Science, 1989; Boyer, 1998; NRC, 1999, 2003, 2007; Handelsman et al., 2004, 2007; Project Kaleidoscope, 2006).”
• Scientific Outreach: Toward Effective Public Engagement with Biological Science (2014, background): “Like scientific teaching (Handelsman et al. 2004), scientific outreach must be practiced with the same rigor as the science that is to be shared with the public.”
• Does the Segregation of Evolution in Biology Textbooks and Introductory Courses Reinforce Students’ Faulty Mental Models of Biology and Evolution? (2009, background): “Biology educators need to identify the types of mental models, accurate or inaccurate, that students harbor prior to instruction and need to study how these models are affected by introductory biology coursework (cf. Nehm and Reilly 2007; Handelsman et al. 2004).”
• Adaptive capacity and learning to learn as leverage for social–ecological resilience (2007, background): “Some of these barriers can be overcome, as suggested by the excellent examples of effective, research-led teaching (Baillie and Vanasupa 2003; Handelsman et al. 2004; Lieblein et al. 2004; Netting 1994).”
• Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology. (2008, background): “In the past decade, considerable effort has been directed toward developing students' critical-thinking skills by increasing student engagement in the learning process (Handelsman et al., 2004).”
• How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “For instance, much has been written recently about the need for a change in the way we teach science, including, for example a short piece in Science (Handelsman et al. 2004) and a body of work concerned with students’ views of the nature of science (Feng Deng, Tsai, & Chai 2011).”
• Experimental comparison of inquiry and direct instruction in science (2010, background): “Handelsman et al. (2004) state that ‘many scientists are still unaware of the data and analyses that demonstrate the effectiveness of active learning techniques’ (521).”
• Teaching more by lecturing less. (2005, methodology): “To address the validity of these concerns, we carried out an experiment in ‘‘scientific teaching’’ (Handelsman et al., 2004) in a large upper-level Developmental Biology course, in DOI: 10.1187/05–06–0082 Address correspondence to: Jennifer K. Knight (knight@ colorado.edu).”