385 related articles for article (PubMed ID: 26086661)
1. Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course.
Mynlieff M; Manogaran AL; St Maurice M; Eddinger TJ
CBE Life Sci Educ; 2014; 13(2):311-21. PubMed ID: 26086661
[TBL] [Abstract][Full Text] [Related]
2. Differences in metacognitive regulation in introductory biology students: when prompts are not enough.
Stanton JD; Neider XN; Gallegos IJ; Clark NC
CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25976651
[TBL] [Abstract][Full Text] [Related]
3. Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.
Angell DK; Lane-Getaz S; Okonek T; Smith S
CBE Life Sci Educ; 2024 Mar; 23(1):ar6. PubMed ID: 38215391
[TBL] [Abstract][Full Text] [Related]
4. The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.
Sparks-Thissen RL
FEMS Microbiol Lett; 2017 Feb; 364(3):. PubMed ID: 28158630
[TBL] [Abstract][Full Text] [Related]
5. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.
Dang NV; Chiang JC; Brown HM; McDonald KK
J Microbiol Biol Educ; 2018; 19(1):. PubMed ID: 29904551
[TBL] [Abstract][Full Text] [Related]
6. Identifying key features of effective active learning: the effects of writing and peer discussion.
Linton DL; Pangle WM; Wyatt KH; Powell KN; Sherwood RE
CBE Life Sci Educ; 2014; 13(3):469-77. PubMed ID: 25185230
[TBL] [Abstract][Full Text] [Related]
7. Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.
Halim AS; Finkenstaedt-Quinn SA; Olsen LJ; Gere AR; Shultz GV
CBE Life Sci Educ; 2018 Jun; 17(2):ar28. PubMed ID: 29749850
[TBL] [Abstract][Full Text] [Related]
8. Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.
Sebesta AJ; Bray Speth E
PLoS One; 2023; 18(7):e0287313. PubMed ID: 37399176
[TBL] [Abstract][Full Text] [Related]
9. Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students.
Stanton JD; Dye KM; Johnson M
CBE Life Sci Educ; 2019 Jun; 18(2):ar24. PubMed ID: 31144572
[TBL] [Abstract][Full Text] [Related]
10. Writing to learn: an evaluation of the calibrated peer review™ program in two neuroscience courses.
Prichard JR
J Undergrad Neurosci Educ; 2005; 4(1):A34-9. PubMed ID: 23493247
[TBL] [Abstract][Full Text] [Related]
11. Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology.
Hoskins TD; Gantz JD; Chaffee BR; Arlinghaus K; Wiebler J; Hughes M; Fernandes JJ
CBE Life Sci Educ; 2017; 16(3):. PubMed ID: 28747353
[TBL] [Abstract][Full Text] [Related]
12. Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.
Snyder JJ; Carter BE; Wiles JR
CBE Life Sci Educ; 2015 Mar; 14(1):ar2. PubMed ID: 25673354
[TBL] [Abstract][Full Text] [Related]
13. Replacing lecture with peer-led workshops improves student learning.
Preszler RW
CBE Life Sci Educ; 2009; 8(3):182-92. PubMed ID: 19723813
[TBL] [Abstract][Full Text] [Related]
14. Prescribed active learning increases performance in introductory biology.
Freeman S; O'Connor E; Parks JW; Cunningham M; Hurley D; Haak D; Dirks C; Wenderoth MP
CBE Life Sci Educ; 2007; 6(2):132-9. PubMed ID: 17548875
[TBL] [Abstract][Full Text] [Related]
15. Introductory biology courses: a framework to support active learning in large enrollment introductory science courses.
Smith AC; Stewart R; Shields P; Hayes-Klosteridis J; Robinson P; Yuan R
Cell Biol Educ; 2005; 4(2):143-56. PubMed ID: 15917873
[TBL] [Abstract][Full Text] [Related]
16. A writing intensive introductory course for RN to BSN students.
Tesh AS; Hyde YM; Kautz DD
Nurse Educ; 2014; 39(1):6-7. PubMed ID: 24300250
[TBL] [Abstract][Full Text] [Related]
17. Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class.
Moravec M; Williams A; Aguilar-Roca N; O'Dowd DK
CBE Life Sci Educ; 2010; 9(4):473-81. PubMed ID: 21123694
[TBL] [Abstract][Full Text] [Related]
18. Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.
Batz Z; Olsen BJ; Dumont J; Dastoor F; Smith MK
CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25976652
[TBL] [Abstract][Full Text] [Related]
19. The use of a knowledge survey as an indicator of student learning in an introductory biology course.
Bowers N; Brandon M; Hill CD
Cell Biol Educ; 2005; 4(4):311-22. PubMed ID: 16341258
[TBL] [Abstract][Full Text] [Related]
20. Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.
Bailey EG; Baek D; Meiling J; Morris C; Nelson N; Rice NS; Rose S; Stockdale P
CBE Life Sci Educ; 2018 Jun; 17(2):ar23. PubMed ID: 29749838
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
