International Science Education

    Authors: Thomas K. Karikari1,2,3,*, Miriam Segura-Totten4, Esperanza C. Cabrera5, Diana E. Waturangi6, Erin E. Barding4, Tatiana Ascencio7
    Affiliations: 1: Department of Psychiatry and Neurochemistry, Institute of Neuroscience and Physiology, The Sahlgrenska Academy at the University of Gothenburg, SE 43180, Mölndal, Sweden; 2: School of Life Sciences, University of Warwick, Coventry CV4 7AL, UK; 3: Midlands Integrative Biosciences Training Partnership, University of Warwick, Coventry CV4 7AL, UK; 4: Department of Biology, University of North Georgia, Dahlonega, GA 30597; 5: Department of Biology, De La Salle University, Manila, Philippines; 6: Faculty of Biotechnology, Atma Jaya Catholic University, Jenderal Sudirman 51, Jakarta, Indonesia; 7: Department of Microbiology, School of Medicine, Dr. José Matías Delgado University, San Salvador, El Salvador
    • Received 05 March 2019 Published 26 April 2019
    • ©2019 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Department of Psychiatry and Neurochemistry, Institute of Neuroscience and Physiology, The Sahlgrenska Academy at the University of Gothenburg, SE 43180, Mölndal, Sweden. Phone: +46 736317880. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1785
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1. Walker I, Zhu Y 2013 The benefit of STEM skills to individuals, society, and the economy: report to Royal Society’s vision for science and mathematics Available at: https://royalsociety.org/~/media/education/policy/vision/reports/ev-9-vision-research-report-20140624.pdf
2. Persky AM, McLaughlin JE 2017 The flipped classroom—from theory to practice in health professional education Am J Pharm Educ 81 6 118 28970619 5607728
3. Akçayır G, Akçayır M 2018 The flipped classroom: a review of its advantages and challenges Comput Educ 126 334 345 10.1016/j.compedu.2018.07.021 http://dx.doi.org/10.1016/j.compedu.2018.07.021
4. Sverchkov Y, Craven M 2017 A review of active learning approaches to experimental design for uncovering biological networks PLOS Comput Biol 13 e1005466 10.1371/journal.pcbi.1005466 28570593 5453429 http://dx.doi.org/10.1371/journal.pcbi.1005466
5. Prince M 2004 Does active learning work? A review of the research J Eng Educ 93 223 231 10.1002/j.2168-9830.2004.tb00809.x http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x
6. Buchanan S, Harlan MA, Bruce CS, Edwards SL 2016 Inquiry-based learning models, information literacy, and student engagement: a literature review Sch Libr Worldw 22 23 39

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