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Teaching progressions and learning progressions.

Adele J Wolfson1

  • 1Department of Chemistry, Wellesley College, Wellesley, Massachusetts.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|August 8, 2019
PubMed
Summary
This summary is machine-generated.

Faculty teaching progressions mirror student learning progressions in biochemistry. Effective assessment tools are crucial for valuing thoughtful instruction and deep understanding in science education.

Keywords:
Assessmentlearning progressions

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Area of Science:

  • Biochemistry Education
  • Faculty Development
  • Pedagogical Research

Background:

  • Students progress through learning progressions in biochemistry.
  • Faculty also evolve through "teaching progressions" via pedagogical experimentation and community engagement.

Purpose of the Study:

  • To explore the concept of "teaching progressions" for faculty in higher education.
  • To highlight the role of assessment in both teaching and learning.

Main Methods:

  • The study discusses faculty experiences with pedagogy and student feedback.
  • It emphasizes the importance of community in educator development.

Main Results:

  • Faculty "teaching progressions" involve pedagogical experimentation and responsiveness to student feedback.
  • Assessment is identified as a key component linking teaching and learning.

Conclusions:

  • Effective assessment tools are vital for promoting thoughtful instruction and deep learning in biochemistry.
  • Recognizing and supporting faculty teaching progressions can enhance biochemical education.