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Problem-based learning (PBL) is an exciting way to learn biology and is readily incorporated into large classes in a lecture hall environment. PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners. This is preferable to a mimetic learning environment in which students only watch, memorize, and repeat what they have been told. The examples given here are suitable for use in a first year college biology lecture theater, but the method is applicable to any class size and educational level. [A more detailed explanation of PBL in Biology may be found in Chapter Four of INSPIRING STUDENTS, published in 1999 by Kogan Page.]

CASES Online is a collection of investigative lessons, or "cases," for K-12 and undergraduate science education. Using principles of Problem-Based Learning and Investigative Case-Based Learning (and related student-centered pedagogies), our cases are designed to engage students in exploring the science behind real-world problems. Our cases address a variety of learning objectives across the sciences and mathematics. Although our K-12 cases were designed for use in Georgia and meet our state education standards, we have also included the relevant National Science Education Standards. CASES Online is designed to be used by K-12 and undergraduate science educators. By searching our collection, educators can find cases appropriate to their grade levels, subjects, and topics of interest. In order to download case materials for use in the classroom, educators must first register. While there is no charge to register, download, or use these cases -- we request that all users follow the guidelines outlined under our Terms of Use. Educators are also encouraged to submit cases of their own to our collection. To learn how best to use CASES Online, explore the User Guide; otherwise, begin to transform your classroom by searching for cases.

Born to Learn is the first animation in a fascinating series aimed to provide easy-access to the exciting new discoveries constantly being made about how humans learn! Narrated by Damian Lewis.

This web site provides tools and resources that support ambitious science instruction at the middle school and high school levels. Ambitious teaching deliberately aims to get students of all racial, ethnic, and class backgrounds to understand science ideas, participate in the discourses of the discipline, and solve authentic problems. We describe 4 core instructional strategies that support this kind of teaching. These "high-leverage" practices make up the Science Learning Framework (below), and have been selected based on extensive research of how young people learn science, on authentic forms of science activity, and how teachers learn to appropriate new practices.

Flinn Scientific has launched a website with an extensive amount of resources specifically developed to help teachers, students and parents continue their science education journey - even if that learning is taking place outside the classroom or laboratory environment. Examples of some of the resources we have developed: Free video labs with related teacher and student guides to help students at home continue making progress on key science topics More than 40 free, easy and fun-to-do activities that use commonly available materials to encourage science investigation in the home Flinn's unique digital learning solutions to facilitate seamless science learning. These online solutions are the perfect way to efficiently scale curriculum in an at-home setting - also free of charge On call scientists: over the coming days, we will be releasing video based lab experiments conducted by our scientific staff and broadcast from our studio with live events. As part of each live event, we will have our full team of scientists available to answer questions from teachers and students participating online - also free of charge and highly interactive and engaging. Be sure to check out our online calendar indicating the live schedule

n. As such, this set of Essential Elements addresses a small number of science standards, representing a breadth, but not depth, of coverage across the entire standards framework. The purpose of the DLM Essential Elements is to build a bridge from the content in the general education science framework to academic expectations for students with the most significant cognitive disabilities. This version of the Essential Elements will provide content for science assessments for at least the next two years. The DLM Science Consortium intends to develop a learning map based on research about how students learn science content and engage in scientific and engineering practices in the next phase of the project. Revisions will be made when the science map is complete, at which time we anticipate the EEs will be aligned to the map with revisions and additions as appropriate.

University of Washington Institute for Science and Mathematics Education has created partnerships to envision, cultivate, and study equity-focused educational models and practices in areas of science, technology, engineering, and mathematics (STEM). We do this work across the K-12 grade span and across formal and informal learning environments. We believe that all young people should be able to decide their own futures. Their opportunity to learn in STEM fields plays a critical role in their opportunity to do so now and in the future. We develop innovative projects that seek to deliver on this goal and closely study them to develop knowledge about how to broaden participation in STEM. The Institute is strongly affiliated with the Learning in Informal and Formal Environments (LIFE) Center.

Visit the Museum without leaving your site through interactive distance learning. Delivered using videoconferencing technology, students from kindergarten through high school can enjoy a variety of interactive programs designed to cover core curriculum requirements.

Your task is to compare two groups of mice to see how well they have learned the platform location. Two reliable measures of learning in mice are 1) the speed at which they find the platform, and 2) the route which they take to the platform (i.e. do they go straight to the platform or do they get a little lost along the way?).  

Like many newborn mammals, baby mice cry to get their mother's attention. But the mother doesn't instinctively recognize these calls; she must learn the sounds of her offspring-just as human parents must learn the cries of their infants. Now, a team of researchers has discovered that the hormone oxytocin, which has been tied to trust and maternal bonding, holds the key to how this learning occurs. Only after oxytocin  tweaks the brain of a female mouse does she respond with a mother's concern and attentiveness to crying pups.

For years whale evolution was characterized by speculation and limited evidence. Evolution critics even focused on whales as a means to criticize evolutionary theory. Now whale evolution represents one of the best examples of "macroevolution." This "clicker case" uses this fascinating story of historical irony as a backdrop to the study of whale evolution. First, students study an array of whale fossils to learn how evolution is properly viewed as a branching, relationship-based process, not a linear, progressive, "chain-of-being." Using this view they learn how scientists seek to reconstruct past relationships and study transitional features, not search for "missing links." Students then learn that evidence for macroevolution relies on several lines of independent evidence from fossils, comparative anatomy, embryology, genetics, and paleoecology. With a focus on macroevolution, this case makes a critical contribution to evolution education. It could work well in a lower level undergraduate biology / evolution / paleontology course (non-majors or majors), or in an upper-level evolution course, perhaps early in the semester as a primer for related topics.

One of the most important molecules relating to cancer is called p53. This Click and Learn explains the structure and function of the p53 protein as well as how the protein's activity is regulated. Learn why p53 is called the guardian of the genome and how interfering with its function can lead to cancer.

If you're like me, you hate writing "needs support" and/or "lacks evidence" on students' papers. If you do this activity, you won't have to (as much). Here's how it works.

The backbone of New Tech High's unique learning environment is project-based learning (PBL). Instead of handing out daily assignments, teachers assign periodic projects that require critical thinking, creativity, collaboration, and communication.

This case study follows purveyors of peas, Joel E. and Jolene Greengiant, as they learn about the origin, biochemistry, genetics and eventual artificial selection of sweet (wrinkled) peas, all in the context of evolutionary biology. This integrative approach employs both problem-based learning techniques and directed questions as students engage in a series of modules. 

Inthis lesson students will enter the world of the genome, learning about humanhistory and evolution by examining information about human, Neanderthal, andchimpanzee DNA. Using web interactives and videosfrom The Human Spark, studentswill be introduced to the ambitious Human Genome Project, learn about thegenetic similarities and differences between human beings and our hominidancestors, explore how specific genes manifest themselves in differentorganisms, and discover how genetic information can help us trace a path ofhuman migration all the way back to our earliest ancestors.

Jane Hart compiled the Top 100 Tools for Learning 2015 from the votes of over 2,000 learning professionals (from education and enterprises) worldwide. The list was published on 21 September 2015.

Kenneth Wesson works as a keynote speaker and educational consultant for pre-school through university-level institutions and organizations. He speaks throughout the world on the neuroscience of learning and methods for creating classrooms and learning environments that are "brain-considerate."

You will learn about "Dalton's Atomic Theory" in this video. John Dalton was an English chemist who is very well known today for his work in the development of atomic theory. Let us learn the postulates of Dalton's atomic theory. All matter, whether an element, a compound or a mixture are made up of very tiny particles called atoms. All atoms of a given element are identical in size, mass and chemical properties. Atoms of different elements differ in size, mass and chemical properties. Atoms are indivisible particles which can neither be created nor destroyed in a chemical reaction. Atoms combine together in fixed whole number ratios to form compounds. In a chemical reaction, atoms only get rearranged. An atom of an element does not change into the atom of another element.

Metacognition refers to awareness of one's own knowledge-what one does and doesn't know-and one's ability to understand, control, and manipulate one's cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.