and Longitudinal Performance Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge

more inquiry increasing student learning through less coverage and Less teaching, more learning: 10-yr study supports You might find this additional info useful... courses and in the broader context of general biology education. It is published four times a year in March, June, September and is dedicated to the improvement of teaching and learning physiology, both in specialized Advances in Physiology Education

[1]  Maryellen Weimer,et al.  Learner-Centered Teaching: Five Key Changes to Practice , 2013 .

[2]  John L. Casti,et al.  Searching for Certainty: What Scientists Can Know about the Future , 1992 .

[3]  Sowmya S Anjur.  Student-centered physiology in high schools. , 2011, Advances in physiology education.

[4]  Janet L. Kolodner,et al.  Designing to Learn About Complex Systems , 2000 .

[5]  Paul Ginns,et al.  Phenomenographic pedagogy and a revised Approaches to teaching inventory , 2005 .

[6]  Gautam Biswas,et al.  Technology support for complex problem solving: from SAD environments to AI , 2001 .

[7]  Merri Lynn Casem,et al.  Student perspectives on curricular change: lessons from an undergraduate lower-division biology core. , 2006, CBE life sciences education.

[8]  Kim Henige,et al.  Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences. , 2011, Advances in physiology education.

[9]  Ashok K. Goel,et al.  Functional Representation of Designs and Redesign Problem Solving , 1989, IJCAI.

[10]  Stephen E. DiCarlo,et al.  Cell biology should be taught as science is practised , 2006, Nature Reviews Molecular Cell Biology.

[11]  Johanna Krontiris-Litowitz,et al.  Articulating scientific reasoning improves student learning in an undergraduate anatomy and physiology course. , 2009, CBE life sciences education.

[12]  Scott Freeman,et al.  Application of Bloom's Taxonomy Debunks the "MCAT Myth" , 2008, Science.

[13]  Diane Ebert-May,et al.  Scientific Teaching , 2004, Science.

[14]  Stephen E DiCarlo,et al.  Too much content, not enough thinking, and too little fun! , 2009, Advances in physiology education.

[15]  Douglas B. Luckie,et al.  Introduction to C-TOOLS: concept mapping tools for online learning , 2004 .

[16]  Allan Collins,et al.  Design Research: Theoretical and Methodological Issues , 2004 .

[17]  Theories of Knowledge and Instructional Design: A Response to Colliver , 2002, Teaching and learning in medicine.

[18]  R. Shavelson,et al.  Comparison of the reliability and validity of scores from two concept‐mapping techniques* , 2001 .

[19]  D. Kuhn.  Children and adults as intuitive scientists. , 1989, Psychological review.

[20]  Philip M. Sadler,et al.  Depth versus Breadth: How Content Coverage in High School Science Courses Relates to Later Success in College Science Coursework. , 2009 .

[21]  J. Novak.  Concept mapping: A useful tool for science education , 1990 .

[22]  M. J. Myers,et al.  Inquiry-based laboratory course improves students' ability to design experiments and interpret data. , 2003, Advances in physiology education.

[23]  Tammy M. Long,et al.  Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills , 2010, CBE life sciences education.

[24]  R. Dehaan,et al.  The Impending Revolution in Undergraduate Science Education , 2005 .

[25]  Janice D. Gobert,et al.  Introduction to model-based teaching and learning in science education , 2000 .

[26]  Douglas B. Luckie,et al.  C-TOOLS automated grading for online concept maps works well with a little help from Wordnet , 2004 .

[27]  Tom Conlon,et al.  Formative Assessment of Classroom Concept Maps: the Reasonable Fallible Analyser , 2006 .

[28]  Dee U Silverthorn,et al.  It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project. , 2006, Advances in physiology education.

[29]  Susan Wyckoff.  Changing the Culture of Undergraduate Science Teaching: Shifting from Lecture to Interactive Engagement and Scientific Reasoning. , 2001 .

[30]  David F. Feldon,et al.  Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills , 2011, Science.

[31]  D. Ausubel.  The psychology of meaningful verbal learning. , 1963 .

[32]  Joseph D. Novak,et al.  Learning How to Learn , 1984 .

[33]  Diane Ebert-May,et al.  Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement , 2010, CBE life sciences education.

[34]  Jan H. van Driel,et al.  Common Characteristics of Models in Present-day Scientific Practice , 2007 .

[35]  Kathleen M. Fisher.  SemNet Software as an Assessment Tool , 2005 .

[36]  G Casotti,et al.  Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses. , 2008, Advances in physiology education.

[37]  John D. Bransford,et al.  Toward a Learning Technologies knowledge network , 1999 .

[38]  William B Wood,et al.  Teaching more by lecturing less. , 2005, Cell biology education.

[39]  M. Wittrock.  Generative Learning Processes of the Brain , 1992 .

[40]  Alberto J. Cañas,et al.  A TEORIA SUBJACENTE AOS MAPAS CONCEITUAIS E COMO ELABORÁ-LOS E USÁ-LOS * THE THEORY UNDERLYING CONCEPT MAPS AND HOW TO CONSTRUCT AND USE THEM , 2010 .

[41]  B. Aronson,et al.  From genes to proteins to behavior: a laboratory project that enhances student understanding in cell and molecular biology. , 2009, CBE life sciences education.

[42]  Gregory K. W. K. Chung,et al.  Feasibility of an On-line Concept Mapping Construction and Scoring System , 1997 .

[43]  Sally G. Hoskins,et al.  . : less is more in teaching science , 2009 .

[44]  Roy B. Clariana,et al.  The criterion-related validity of a computer-based approach for scoring concept maps , 2006 .

[45]  Yao-Ting Sung,et al.  Learning through computer‐based concept mapping with scaffolding aid , 2001 .

[46]  Diane Ebert-May,et al.  Model-based reasoning: using visual tools to reveal student learning. , 2011, Advances in physiology education.

[47]  R. Shavelson,et al.  Problems and Issues in the Use of Concept Maps in Science Assessment. , 1996 .

[48]  Gaspar Tarté.  Conéctate al Conocimiento: Una Estrategia Nacional de Panamá Basada en Mapas Conceptuales , 2006 .

[49]  Alberto J. Cañas,et al.  Confiabilidad de una Taxonomía Topológica para Mapas Conceptuales , 2006 .

[50]  T. Buzan,et al.  The Mind Map Book , 1993 .

[51]  Christiane Fellbaum,et al.  Book Reviews: WordNet: An Electronic Lexical Database , 1999, CL.

[52]  Jamie L. Jensen,et al.  Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology , 2011, CBE life sciences education.

[53]  A. Cañas,et al.  Concept Maps: a Theoretical Note on Concepts and the Need for Cyclic Concept Maps , 2003 .

[54]  John J. Clement,et al.  Model based learning as a key research area for science education , 2000 .

[55]  Kendra Spence Cheruvelil,et al.  Using Inquiry and Tree-Thinking to “March Through the Animal Phyla”: Teaching Introductory Comparative Biology in an Evolutionary Context , 2009, Evolution: Education and Outreach.

[56]  J. Bruner.  The Process of Education , 1960 .

[57]  W. Wood,et al.  Inquiry-based undergraduate teaching in the life sciences at large research universities: a perspective on the Boyer Commission Report. , 2003, Cell biology education.

[58]  Carol L. Smith,et al.  Understanding models and their use in science: Conceptions of middle and high school students and experts , 1991 .

[59]  Sally G Hoskins,et al.  Learning our L.I.M.I.T.S.: less is more in teaching science. , 2009, Advances in physiology education.

[60]  Daniel J. Treacy,et al.  Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course , 2011, CBE life sciences education.

[61]  M. Chi,et al.  Eliciting Self‐Explanations Improves Understanding , 1994 .

[62]  D. Howard,et al.  Using a module-based laboratory to incorporate inquiry into a large cell biology course. , 2005, Cell biology education.

[63]  D. Kuhn.  Thinking as Argument , 1992 .

[64]  Alberto J. Cañas,et al.  Using WordNet for Word Sense Disambiguation to Support Concept Map Construction , 2003, SPIRE.

[65]  J. Biggs,et al.  Teaching For Quality Learning At University , 1999 .

[66]  Robin Wright,et al.  Points of view: content versus process: is this a fair choice? Undergraduate biology courses for nonscientists: toward a lived curriculum. , 2005, Cell biology education.

[67]  Sarah D. Loznak,et al.  Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of "Teams and Streams". , 2004, Advances in physiology education.

[68]  M. G. Jones,et al.  The concept map as a research and evaluation tool: Further evidence of validity , 1994 .

[69]  Cindy E. Hmelo-Silver,et al.  Fish Swim, Rocks Sit, and Lungs Breathe: Expert-Novice Understanding of Complex Systems , 2007 .

[70]  Division on Earth.  BIO2010: Transforming Undergraduate Education for Future Research Biologists , 2003 .

[71]  K. Fitzpatrick,et al.  A multiyear approach to student-driven investigations in exercise physiology. , 2009, Advances in physiology education.

[72]  J. Bransford,et al.  How People Learn: Bridging Research and Practice , 2013 .