Tanner, Kimberly - San Francisco State University

个人简介

biology education research, equity and diversity in science, science education research, science teaching methods for scientists, partnerships with K-12 schools, development of novel assessment tools, community college biology teaching, cognitive psychology research

研究领域

My research group, SEPAL: The Science Education Partnership and Assessment Laboratory, is interested in how people learn science, especially biology, and how teachers and scientists can collaborate to make science teaching and learning in classrooms – Kindergarten through college – more like how scientists work. Just like other science research groups, we ask questions about what we’re interested in, design ways to collect evidence to address our questions, and analyze and share the data that we collect with other researchers in our field. SEPAL researchers are studying a variety of issues in biology education and science education, with a special emphasis on developing novel assessment tools to bettter understand how people from children to practicing scientists conceptualize the biological and physical world. Similar to studies in the field of physics education, this research in biology education holds the promise of revealing insights into preconceptions and misconceptions in biology that can guide strategies for curriculum improvement and teaching reform. Please see our website for a list of recent SEPAL publications and biogaphies of SEPAL research students. We look forward to working with you to find a way to integrate SEPAL experiences into your time at SFSU.

近期论文

查看导师新发文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

Melinda T. Owens, Shannon B. Seidel, Mike Wong, Travis E. Bejines, Susanne Lietz, Joseph R. Perez, Shangheng Sit, Zahur-Saleh Subedar, Gigi N. Acker, Susan F. Akana, Brad Balukjian, Hilary P. Benton, J. R. Blair, Segal M. Boaz, Katharyn E. Boyer, Jason B. Bram, Laura W. Burrus, Dana T. Byrd, Natalia Caporale, Edward J. Carpenter, Yee-Hung Mark Chan, Lily Chen, Amy Chovnick, Diana S. Chu, Bryan K. Clarkson, Sara E. Cooper, Catherine Creech, Karen D. Crow, José R. de la Torre, Wilfred F. Denetclaw, Kathleen E. Duncan, Amy S. Edwards, Karen L. Erickson, Megumi Fuse, Joseph J. Gorga, Brinda Govindan, L. Jeanette Green, Paul Z. Hankamp, Holly E. Harris, Zheng-Hui He, Stephen Ingalls, Peter D. Ingmire, J. Rebecca Jacobs, Mark Kamakea, Rhea R. Kimpo, Jonathan D. Knight, Sara K. Krause, Lori E. Krueger, Terrye L. Light, Lance Lund, Leticia M. Márquez-Magaña, Briana K. McCarthy, Linda J. McPheron, Vanessa C. Miller-Sims, Christopher A. Moffatt, Pamela C. Muick, Paul H. Nagami, Gloria L. Nusse, Kristine M. Okimura, Sally G. Pasion, Robert Patterson, Pleuni S. Pennings, Blake Riggs, Joseph Romeo, Scott W. Roy, Tatiane Russo-Tait, Lisa M. Schultheis, Lakshmikanta Sengupta, Rachel Small, Greg S. Spicer, Jonathon H. Stillman, Andrea Swei, Jennifer M. Wade, Steven B. Waters, Steven L. Weinstein, Julia K. Willsie, Diana W. Wright, Colin D. Harrison, Loretta A. Kelley, Gloriana Trujillo, Carmen R. Domingo, Jeffrey N. Schinske, and Kimberly D. Tanner. Classroom sound can be used to classify teaching practices in college science courses. Proceeding of the National Academy of Sciences (2017) PDF Tanner, K.D. Diversity, Equity, and Problem-solving: Organizational psychology tells us that if we want to solve the type of complex problems often thrown up by biomedical science, we need diverse teams. The Translational Scientist, (2016). pdf Krieter, F.E., Julius R.W., Tanner. K.D., Bush, S.D., Scott, G.E. Thinking Like a Chemist: Development of a Chemistry Card Sorting Task to Probe Conceptual Expertise. Journal of Chemical Education, (2016). pdf Bush, S.D., Rudd II J.A., Stevens, M.T., Tanner, K.D., Williams, K.S. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties. PLoS ONE, 1-20, (2016). pdf Seidel, S.B., Reggi, Amanda L., Schinske, Jeffrey N., Burrus, Laura W., and Tanner, K.D. Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE: Journal of Life Sciences Education, 14, 1-14, (2015). pdf Danielson, Kathryn I. and Tanner K.D. Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification. CBE: Journal of Life Sciences Education, 14, 1-11, (2015). pdf Miller, S., Tanner, K.D. A Portal into Biology Education: An Annotated List of commonly Encountered Terms. CBE life sciences education [1931-7913], Summer (2015). pdf Bush, S.D., Pelaez, N.J., Rudd, J.A., Stevens, M.T., Tanner, K.D., and Williams, K.S. Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department, BioScience 65 (1):81-89. January (2014). pdf Coley, J.D. and Tanner, K.D. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors. CBE: Journal of Life Sciences Education, 14, 1-19, (2014). pdf Schinske, J. and Tanner, K.D. Teaching More by Grading Less (or Differently). CBE:Life Sciences Education, 13:159 – 161, (2014). pdf Wooten, M.M., Cool, A.M., Prather, E.E., Tanner, K.D. Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory, Physical Rev. Special Topics – Physics Education Research, in press, (2014).pdf Trujillo, G. and Tanner, K.D. Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity. CBE: Life Sciences Education, 13:1-10, (2014).pdf Seidel, S.B. and Tanner, K.D. “What if students revolt?” – Considering Student Resistance: Origins, Options, and Opportunities for Investigation. CBE: Journal of Life Science Education, 12, 586-595, (2013). pdf Smith, J.I., Combs, E.D., Nagami, P.H., Alto, V.M., Goh, H.G., Gourdet, M.A.A., Hough, C.M., Mickell, A.E., Peer, A.G., Coley, J.D., Tanner, K.D., and Williams, K.S. Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology. CBE: Journal of Life Sciences Education, 12, 628-644, (2013). pdf Sadler, P., Coyle, H., Smith, N.C., Miller, J., Garfield, E., Murray, J., Mintzes, J., and Tanner, K.D. Measurement of Misconceptions in K-8 Life Science Using Assessments Linked to the National Science Standards. CBE: Journal of Life Science Education, 12, 553-75, (2013). pdf Tanner, K.D., Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Classroom Equity. CBE: Journal of Life Science Education, 12, 1-10, (2013). pdf Bush, S.D., Pelaez, N.J., Rudd, J.A., Stevens, M.T., Tanner, K.D., and Williams, K.S. Widespread distribution and unexpected variation among science faculty with educations specialties (SFES) across the United States. Proceedings of the National Academies of Sciences of the United States of America, Early Edition, (2013). pdf Brownell, S.E. and Tanner, K.D., Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and … Tensions with Professional Identity?. CBE: Journal of Life Sciences Education, 11: 339-346, (2012). pdf Coley, J.D. and Tanner, K.D., Common Origins of Diverse Misconceptions: Cognitive Principles and the Development of Biology Thinking, CBE: Life Sciences Education, 11: 209-215, (2012). pdf Tanner, K.D., Promoting Student Metacognition, CBE: Life Sciences Education, 11: 113-120, (2012). pdf Wood, W.B. and Tanner, K.D., The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class. CBE: Life Sciences Education, 11: 3-9. (2012). pdf Fulop, R.M. and Tanner, K.D., Investigating high school students’ conceptualizations of the biological basis of learning. Advances in Phys. Ed., in press, (2012). pdf Bush, S.D., Pelaez, N.J., Rudd, J.A., Stevens, M.T., Tanner, K.D., and Williams, K.S. Investigations of Science Faculty with Education Specialties within the Largest University System in the United States. CBE: Journal of Life Sciences Education, 10(1): 25-42, (2011). pdf Tanner, K.D., Reconsidering “What Works”, CBE: Life Sciences Education, 10: 329-333, (2011). pdf Tanner, K.D., Moving Theory into Practice: A Reflection on Teaching a Large, Introductory Biology Course for Majors. CBE: Life Sciences Education, 10: 113-122, (2011). pdf