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View Resource Pathways to Scientific Teaching, Chapter 2b of 7: Marine pathology: revealing the ocean’s etiology to earthbound students

Students, especially those from the inland parts of a country, tend to have a “terrestrial-centric” view of Earth. For some, exploration of marine ecosystems may occur only during holidays or while...

View Resource Pathways to Scientific Teaching, Chapter 3a of 7: Practicing scientific inquiry: what are the rules?

Ecologists attempt to establish general principles from a vast range of organizational, spatial, and temporal scales (Belovsky et al. 2004). The process of developing generalities in ecology...

View Resource Pathways to Scientific Teaching, Chapter 3b of 7: Ecological controversy: analysis to synthesis

The article by John Banks [attached] outlines innovative programs worldwide that integrate the seemingly opposed goals of agriculture and conservation biology to produce mutually beneficial outcomes....

View Resource Pathways to Scientific Teaching, Chapter 3c of 7: Determining confidence: sex and statistics

In this article we demonstrate the use of a primary research paper as an assessment tool, helping to determine how well students understand a biological concept and their ability to interpret...

View Resource Pathways to Scientific Teaching, Chapter 3d of 7: Lyme disease: a case about ecosystem services

One way to help students develop critical thinking skills is to focus on problems or cases where they are challenged to deal with real data and experiences (Bransford et al. 2004). Both problem-based...

View Resource Pathways to Scientific Teaching, Chapter 4a of 7: Collaborative learning: a jigsaw

Reading and understanding primary research literature is a challenge for students as they can be intimidated by scientific jargon and the unfamiliar style of scientific prose (Epstein 1972; White...

View Resource Pathways to Scientific Teaching, Chapter 4b of 7: Problem solving: a foundation for modeling

Reading and discussing primary literature is central to communicating science. Students need practice in reading the literature for purposes beyond gaining information. Literature can be used to both...

View Resource Pathways to Scientific Teaching, Chapter 5a of 7: Novel assessments: detecting success in student learning

This article illustrates how multiple methods can be used to assess student understanding of the “novel weapons hypothesis” presented in the Callaway and Ridenour review of theories regarding...

View Resource Pathways to Scientific Teaching, Chapter 5b of 7: Learning through peer assessment

Ecological succession is driven by disturbance, both natural and human-induced, and change occurs at multiple scales, both temporal and spatial. Understanding the mechanisms involved in succession...

View Resource Pathways to Scientific Teaching, Chapter 5c of 7: Unleashing problem solvers: from assessment to designing research

Can transgenes be kept on a leash?” ask Marvier and Van Acker in the [attached] review article. “No”, they answer, “the movement of transgenes beyond their intended destination is a virtual...

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