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Science Process Skills

Science Process Skills Learning Framework

Society Learning Goals Articles Sample Learning Objectives
Reading research papers
Reading research papers
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Reviewing prior research
Reviewing prior research
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Predicting outcomes
Predicting outcomes
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Interpreting results/data
Interpreting results/data
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Communicating results
Communicating results
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Asking a question
Asking a question
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Analyzing data
Analyzing data
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Designing/conducting experiments
Designing/conducting experiments
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Displaying/modeling results/data
Displaying/modeling results/data
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Gathering data/making observations
Gathering data/making observations
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Formulating hypotheses
Formulating hypotheses
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Science Process Skills

  • Course Editor(s):

    • Jaclyn Schwalm
      Editor Degrees: 
      • B.S. in Biology, The College of New Jersey
      • Ph.D. in Molecular Biology, Princeton University
      About Teaching and Course Source: 

      Much of my teaching experience has been with the non-majors molecular biology course and the introductory molecular biology course at Princeton University.  I've worked with these courses as a Lecturer, and more recently, as an Assistant Director of Science Education with the Council on Science and Technology.

      My teaching philosophy is that courses should be student-centered, with clearly stated learning goals and objectives.  Classrooms should be interactive, inclusive, collaborative, and informed by the scholarship of teaching and learning.  

      I wanted to become involved with CourseSource because I love the idea of making it easier for faculty to teach in a more interactive way.  I think it will be incredibly useful for faculty to have a resource for useful, tested, and reviewed activities that directly reflect the content they hope to cover in their classes.

    • Benjamin Martin
      Editor Degrees: 
      • B.A., Bowdoin College
      • Ph.D.,University of California Berkeley 
      About Teaching and Course Source: 


      The developmental biology course I took as an undergraduate student was largely responsible for the fact that I am now a developmental biologist. I think about this often, and it makes me deeply appreciative of the effect that good teaching can have on students. Over the course of my career I have had the opportunity to teach in a number of different subject areas in a variety of settings. These courses range from a small biochemistry laboratory class to large cell biology and developmental biology lecture classes. While the majority of my teaching occurs in the university classroom setting, I am always looking for opportunities to promote scientific education within the public realm. Past experiences include volunteer teaching at the San Quentin State Penitentiary and at a grade school outreach program.
                  I am truly excited to be a part of the CourseSource editorial team. As a National Academies Education Fellow in the Life Sciences, I am involved in the transformation of science education to a more evidence-based model. CourseSource provides a wonderful resource to allow faculty to incorporate peer reviewed active and evidence-based learning modules into their courses. I look forward to working with you in our mutual goal of improving science education.
       

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