Although our analyses do not determine cause and effect, the results suggested that the more developed students' views were about learning biology and the more sophisticated their understanding of biology as a scientific endeavor, the more students learned in subsequent courses.
From this perspective, educational work should focus more on developing students' meta-cognitive capacities.
Given the rapidly expanding database of knowledge in the biological sciences, introductory-level courses in universities are now placing less emphasis on knowledge acquisition and more on developing students who are independent, analytical thinkers (Boud, 2000; Kitchen et al., 2003; Hoskins and Stevens, 2009).
Therefore, nurse education has placed more emphasis on developing students' technical skills to cultivate proficiencies needed for clinical sites.
It is generally recognised that science and technology education should play a more important role in developing students' awareness of, and positive attitudes towards, careers in science and technology.
Results of experimental teaching showed that MBI and MBI-VPL pedagogy were more effective in developing student scientific inquiry skills compared to traditional methods, with significant improvements in the performance of process skills, comprehensive skills, learning attitude, communication skills, and reflection skills.
Owing to the importance of TCs in mastery of a discipline, it is reasonable to expect that, if more time were spent developing student understanding of them, the learning of additional core concepts would happen more readily, deepening student understanding of the discipline.
There is a consensus among science educators that active learning is more successful than traditional lectures in developing student understanding.
The goal of this transition has been to improve educational outcomes and to develop students who are more prepared to enter a global economy.
I develop students and student leaders.
