Leaders in science and education, including those at the White House, are calling for reform to undergraduate science education. The call is to teach science in a way that increases student learning of core concepts and scientific practices rather than memorized facts. The reason for the call is to build a citizenry that is scientifically literate and to prepare students for jobs that require scientific expertise. These calls create opportunities to explore unsolved research questions about science teaching and learning.
The Lemons Lab investigates learning and teaching in the context of college biology. We have two major areas of research. First, we study the development of biology-specific problem-solving skills during an undergraduate career and how these skills relate to long-term success and persistence in science.
Second, we study how to support college biology instructors as they incorporate evidence-based teaching strategies, such as active learning, collaborative learning, and the use of formative assessment, into their practice.