BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies.
BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies.
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DOI：
10.1187/cbe.19-11-0259
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发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Crowe AJ
中科院分区：
文献类型：
--
作者：
Clemmons AW;Timbrook J;Herron JC;Crowe AJ
为了在现代科学，技术，工程和数学职业中脱颖而出，生物学专业需要一系列可转移的技能，但能力发展往往是本科课程中相对不发达的方面。我们已经详细阐述了愿景和变化的核心能力框架，成为一个资源称为生物技能指南，一组可衡量的学习成果，可以更容易地由教师实施。经过包括200多名教育工作者在内的反复审查过程，我们通过对400多名教育工作者的全国调查收集了生物技能指南内容有效性的证据。在最终草案的77项成果中，受访者的支持率很高（74.3-99.6%）。在开发和验证阶段，我们的国家样本包括代表250多个机构的大学生物学教育工作者，包括73所社区学院，以及一系列课程水平和生物学分支学科。BioSkills指南与其他科学能力框架的比较揭示了显著的重叠，但也存在一些差距和模糊之处。这些差异可能反映了在本科生物学界对能力的理解仍在不断发展的领域，阻碍了未来的研究。我们设想生物技能指南支持本科生物学中的各种应用，包括个别课程和课程的向后设计，能力评估开发以及课程规划和规划。
To excel in modern science, technology, engineering, and mathematics careers, biology majors need a range of transferable skills, yet competency development is often a relatively underdeveloped facet of the undergraduate curriculum. We have elaborated the Vision and Change core competency framework into a resource called the BioSkills Guide, a set of measurable learning outcomes that can be more readily implemented by faculty. Following an iterative review process including more than 200 educators, we gathered evidence of the BioSkills Guide’s content validity using a national survey of more than 400 educators. Rates of respondent support were high (74.3–99.6%) across the 77 outcomes in the final draft. Our national sample during the development and validation phases included college biology educators representing more than 250 institutions, including 73 community colleges, and a range of course levels and biology subdisciplines. Comparison of the BioSkills Guide with other science competency frameworks reveals significant overlap but some gaps and ambiguities. These differences may reflect areas where understandings of competencies are still evolving in the undergraduate biology community, warranting future research. We envision the BioSkills Guide supporting a variety of applications in undergraduate biology, including backward design of individual lessons and courses, competency assessment development, and curriculum mapping and planning.
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DOI：
10.1187/cbe.19-11-0243
发表时间：
2020-06
期刊：
CBE life sciences education
影响因子：
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作者：
Branchaw JL;Pape-Lindstrom PA;Tanner KD;Bissonnette SA;Cary TL;Couch BA;Crowe AJ;Knight JK;Semsar K;Smith JI;Smith MK;Summers MM;Wienhold CJ;Wright CD;Brownell SE
通讯作者：
Brownell SE
影响因子：
3.7
作者：
Brownell, Sara E.;Freeman, Scott;Crowe, Alison J.
通讯作者：
Crowe, Alison J.
DOI：
10.1187/cbe.15-12-0260
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Brancaccio-Taras L;Pape-Lindstrom P;Peteroy-Kelly M;Aguirre K;Awong-Taylor J;Balser T;Cahill MJ;Frey RF;Jack T;Kelrick M;Marley K;Miller KG;Osgood M;Romano S;Uzman JA;Zhao J
通讯作者：
Zhao J
影响因子：
10.1
作者：
Brownell, Sara E.;Wenderoth, Mary Pat;Crowe, Alison J.
通讯作者：
Crowe, Alison J.
影响因子：
4.4
作者：
通讯作者：
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