CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions.LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
CBE-Life Sciences Education（LSE）是一份免费的在线季刊，由美国细胞生物学学会（ASCB）出版。该杂志于2002年春季推出，名为《细胞生物学教育-生命科学教育杂志》。2006年春季，ASCB更改了期刊名称，以更好地反映其读者群的广度和投稿的范围。LSE发表关于K-12、本科生和研究生水平的生命科学教育的同行评议文章。ASCB认为生物学的学习涵盖了不同的领域，包括数学、化学、物理、工程、计算机科学，以及生物学与这些领域的跨学科交叉。在生物学方面，LSE侧重于如何向学生介绍生命科学的研究，以及细胞生物学、发育生物学、神经科学、生物化学、分子生物学、遗传学、基因组学、生物信息学和蛋白质组学的方法。
One Size Doesn’t Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-04-0064
FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-06-0108
A Framework to Guide Undergraduate Education in Interdisciplinary Science
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-11-0226
Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.17-12-0284
Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-10-0202
GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-07-0117
The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-06-0113
Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-07-0112
A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.17-12-0257
Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-03-0059
Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-10-0215
Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-08-0171
STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change.
来源期刊：CBE life sciences educationDOI：10.1187/cbe.19-02-0038
Seductive Details in the Flipped Classroom: The Impact of Interesting but Educationally Irrelevant Information on Student Learning and Motivation
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0004
Volunteered or Voluntold? The Motivations and Perceived Outcomes of Graduate and Postdoctoral Mentors of Undergraduate Researchers
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-10-0219
Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-07-0126
The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0012
“Where’s My Mentor?!” Characterizing Negative Mentoring Experiences in Undergraduate Life Science Research
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-02-0036
Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.17-12-0289
Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0010
Mixed Student Ideas about Mechanisms of Human Weight Loss
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-11-0227
Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-04-0076
The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-07-0137
Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-03-0069
Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0006
“Seeing” Data Like an Expert: An Eye-Tracking Study Using Graphical Data Representations
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-06-0102
Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-09-0193
Navigating Social Relationships with Mentors and Peers: Comfort and Belonging among Men and Women in STEM Summer Research Programs
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-08-0150
Exploring the Impact of Formal Internships on Biomedical Graduate and Postgraduate Careers: An Interview Study
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-09-0199
Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance.
来源期刊：CBE life sciences educationDOI：10.1187/cbe.19-04-0080
Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-10-0203
Community College Instructors’ Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0003
A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-09-0192
Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-07-0110
Learning in a Group, as a Group, and between Groups
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-03-0067
Investigating Undergraduate Biology Students’ Science Identity Production
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-10-0204
Where Do Our Graduates Go? A Tool Kit for Tracking Career Outcomes of Biomedical PhD Students and Postdoctoral Scholars.
来源期刊：CBE life sciences educationDOI：10.1187/cbe.19-08-0150
Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.17-07-0137
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-06-0114
Participation in Voluntary Re-quizzing Is Predictive of Increased Performance on Cumulative Assessments in Introductory Biology
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-08-0163
Applying the Stress Process Model to Stress–Burnout and Stress–Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-03-0060
Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-03-0064
Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-05-0098
Recent Research in Science Teaching and Learning
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-12-0250
Recent Research in Science Teaching and Learning
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-07-0132
The Influence of Social Supports on Graduate Student Persistence in Biomedical Fields
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0029
Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-08-0169
Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-05-0077
Inclusive Teaching
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.19-01-0021
New Thermodynamics Boxes Simulation
来源期刊：CBE Life Sciences EducationDOI：10.1187/cbe.18-11-0220
