The purpose of the present text is to distil the experience of a number of workers active in the field of biochemical education, so providing readable accounts which, it is hoped, will be of significant benefit to those who are new to the teaching profession in addition to those who may be stimulated to experiment with alternative strategies in their own teaching situation. From the various contributions considered in this book, each topic, in its widest sense, would warrant at least a volume on its own and indeed such texts are currently available. However, it was felt more appropriate to restrict the coverage to those aspects which are of particular use to the subject of biochemistry and, for which, work in this area has already achieved some measure of success. In effect what each of us is doing is supplying findings from a body of knowledge collectively called educational technology. Without entering the debate on the semantics of what educational technology is or is not, it doesn't take long to realise that, like the vast majority of subject areas, it has its own unique terminologies and vocabulary. Whilst it is inevitable that such terms will appear throughout the text, hopefully all will be explained on first use and so it is not envisaged that this will be too distractive to the reader.

One aim of Gilmer’s captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data. The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa. The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers review what has been done and accomplished, what is missing, and what might be done next.

This is an open access book. The 3rd International Conference on Internet, Education and Information Technology (IEIT 2023) was held on April 28–30, 2023 at the Xiamen, China. With the development of science and technology, information technology and information resources should be actively developed and fully applied in all fields of education and teaching, so as to promote the modernization of education and cultivate talents to meet the needs of society. From the technical point of view, the basic characteristics of educational informatization are digitalization, networking, intelligentization and multi-media. From the perspective of education, the basic characteristics of educational information are openness, sharing, interaction and cooperation. With the advantage of the network, it can provide students with a large amount of information and knowledge by combining different knowledge and information from various aspects in a high frequency. Therefore, we have intensified efforts to reform the traditional teaching methods and set up a new teaching concept, from the interaction between teachers and students in the past to the sharing between students. In short, it forms a sharing learning mode. For all students, strive to achieve students' learning independence, initiative and creativity. To sum up, we will provide a quick exchange platform between education and information technology, so that more scholars in related fields can share and exchange new ideas. The 3rd International Conference on Internet, Education and Information Technology (IEIT 2023) was held on April 28-30, 2023 in Xiamen, China. IEIT 2023 is to bring together innovative academics and industrial experts in the field of Internet, Education and Information Technology to a common forum. The primary goal of the conference is to promote research and developmental activities in Internet, Education and Information Technology and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in international conference on Internet, Education and Information Technology and related areas.

This book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation. Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments. Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Ninfa/Ballou/Benore is a solid biochemistry lab manual, dedicated to developing research skills in students, allowing them to learn techniques and develop the organizational approaches necessary to conduct laboratory research. Ninfa/Ballou/Benore focuses on basic biochemistry laboratory techniques with a few molecular biology exercises, a reflection of most courses which concentrate on traditional biochemistry experiments and techniques. The manual also includes an introduction to ethics in the laboratory, uncommon in similar manuals. Most importantly, perhaps, is the authors' three-pronged approach to encouraging students to think like a research scientist: first, the authors introduce the scientific method and the hypothesis as a framework for developing conclusive experiments; second, the manual's experiments are designed to become increasingly complex in order to teach more advanced techniques and analysis; finally, gradually, the students are required to devise their own protocols. In this way, students and instructors are able to break away from a "cookbook" approach and to think and investigate for themselves. Suitable for lower-level and upper-level courses; Ninfa spans these courses and can also be used for some first-year graduate work.