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1.
Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology. 相似文献
2.
Katerina V. Thompson K?ren C. Nelson Gili Marbach-Ad Michael Keller William F. Fagan 《CBE life sciences education》2010,9(3):277-283
There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses. 相似文献
3.
Elena Bray Speth Jennifer L. Momsen Gregory A. Moyerbrailean Diane Ebert-May Tammy M. Long Sara Wyse Debra Linton 《CBE life sciences education》2010,9(3):323-332
Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills. 相似文献
4.
Leigh N. Wood Glyn Mather Peter Petocz Anna Reid Johann Engelbrecht Ansie Harding Ken Houston Geoff H. Smith Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
5.
Integration of inquiry-based approaches into curriculum is transforming the way science is taught and studied in undergraduate classrooms. Incorporating quantitative reasoning and mathematical skills into authentic biology undergraduate research projects has been shown to benefit students in developing various skills necessary for future scientists and to attract students to science, technology, engineering, and mathematics disciplines. While large-scale data analysis became an essential part of modern biological research, students have few opportunities to engage in analysis of large biological data sets. RNA-seq analysis, a tool that allows precise measurement of the level of gene expression for all genes in a genome, revolutionized molecular biology and provides ample opportunities for engaging students in authentic research. We developed, implemented, and assessed a series of authentic research laboratory exercises incorporating a large data RNA-seq analysis into an introductory undergraduate classroom. Our laboratory series is focused on analyzing gene expression changes in response to abiotic stress in maize seedlings; however, it could be easily adapted to the analysis of any other biological system with available RNA-seq data. Objective and subjective assessment of student learning demonstrated gains in understanding important biological concepts and in skills related to the process of science. 相似文献
6.
Ellen S. Goldey Clarence L. Abercrombie Tracie M. Ivy Dave I. Kusher John F. Moeller Doug A. Rayner Charles F. Smith Natalie W. Spivey 《CBE life sciences education》2012,11(4):353-363
We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students. 相似文献
7.
本文结合高等数学教学实践,阐述了教师根据不同教学内容,对高等数学基础课程进行教学设计.实践证明,学生学习的教学设计是激发学生学习兴趣、提高学生自主学习能力的较好方法. 相似文献
8.
学生成绩分布规律问题研究 总被引：1，自引：0，他引：1
考查学生学习情况好坏的依据目前基本上还是通过考试这种形式,那么,成绩自然而然的成为把握学生掌握知识点程度的量化指标。大学生在校期间的考试成绩可折射出学生学习努力程度、教师教学效果、试卷的质量和学校教学管理水平等。本文通过对我校的高等数学课程期末考试成绩进行统计分析,从理论上判定成绩分布不服从正态分布,用混合正态分布拟合考试成绩更加合理,达到更好掌握学生对知识理解和应用的程度,为教学和管理带来帮助。 相似文献
9.
Kelly E. Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
10.
生物类专业的高等数学教材中,生物方面的例子几乎没有。本文研究在其中增设遗传学的计算例子,加强专业的针对性,提高学生学习高等数学的兴趣。根据高等数学的内容,增设了数列、极限、求导等方面的例子。寓生物于数学,方便老师在教学中运用。 相似文献
11.
Javier Corredor Matthew Gaydos Kurt Squire 《Journal of Science Education and Technology》2014,23(3):324-343
This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game’s characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic. 相似文献
12.
Joakim Samuelsson 《Educational Psychology in Practice》2008,24(3):237-250
The present study examines the effect of three different structured methods, traditional, independent and problem‐solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self‐regulated learning skills in mathematics, characterised as internal and instrumental motivation, self‐concept and anxiety. The results will be discussed with reference to a socio‐cultural perspective. This study has a split‐plot factorial design with time as within‐subject and type of intervention as a between‐subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students’ progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem‐based curriculum. In order to develop aspects of self‐regulating learning skills, the results show that pupils would benefit in a traditional or problem‐solving curriculum. Problem‐solving seems to be more effective than traditional and independent work for students’ internal motivation. Traditional work and problem‐solving are more effective than independent work for students’ self‐concept. 相似文献
13.
14.
雍进军 《四川职业技术学院学报》2012,22(4):84-86
针对传统《高等数学》教学模式单调、教学枯燥等缺点,利用MATLAB强大的数值计算、符号计算、图形可视化三大基本功能辅助高等数学教学,大大提高了教学效率,激发了学生的学习热情,取得很好的教学效果.本文探讨了MATLAB在《高等数学》教学中最常见的几种应用. 相似文献
15.
Five teachers were interviewed as to their perceptions of the effect of an intervention to teach scientific literacy on learning in subsequent biology courses. The sample consisted of 450 students who had a literacy course in ninth grade and had completed tenth-grade biology. At the end of the academic year the biology teachers were interviewed and asked to compare the biology students who had the literacy course to students they had taught in earlier years. The biology teachers concluded that the literacy course did have an effect on students' subsequent ability to learn biology. The strength of the effect varied according to level of biology. Students had a better understanding of the nature of science and better laboratory and process skills. They were also better at analyzing data. The advanced and intermediate biology students were more creative, more likely to take risks, and engage in hypothetical thinking than other groups of students that the teachers had taught. Although the purpose of the literacy course was to teach literacy skills the advanced students retained a substantial amount of content material that was applicable to biology. 相似文献
16.
Mark J. Barsoum Patrick J. Sellers A. Malcolm Campbell Laurie J. Heyer Christopher J. Paradise 《CBE life sciences education》2013,12(1):106-116
We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. 相似文献
17.
Liliana Milkova Colette Crossman Stephanie Wiles Taylor Allen 《CBE life sciences education》2013,12(4):687-700
An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates’ curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students’ higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, firsthand visual analysis of art during a visit to an art museum, and communication of the analysis. Following a presentation on the methodology of visual analysis, students worked in small groups to examine through the disciplinary lens of biology a selection of approximately 12 original artworks related in some manner to love. The groups then developed and presented for class members a mini-exhibition of several pieces addressing one of two questions: 1) whether portrayals of love in art align with the growing understanding of the biology of love or 2) whether the bodily experience of love is universal or, alternatively, is culturally influenced, as is the experience of depression. Evaluation of quantitative and qualitative assessment data revealed that the assignment engaged students, supported development of higher-level thinking skills, and prompted meaningful engagement with course material. 相似文献
18.
针对部分学生认为学习高等数学枯燥乏味,甚至产生厌烦、逃避的情况,提出6+1高等数学教学法.6+1高等数学教学法改变了传统高等数学教学中"教师讲、学生听"的教学模式,且与"学生为主体,教师为主导"的现代教学理念相吻合.通过"导""议""展""评""理""研""思"七环节,激发学生学习高等数学兴趣,培养学生的自主学习意识,提高学生的高等数学逻辑思维和探究能力. 相似文献
19.
陈红文 《海南师范大学学报(社会科学版)》2004,17(6):137-139
高等职业教育是培养为生产一线服务的高级技术应用人才的，应该是以能力为本位，强调职业能力的培养，突出实用性、技能性、职业性。为此，应采取高职院校产学研结合的办学模式。作者就如何开展产、学、研结合的办学方式、师资建设等问题作了思考。 相似文献
20.
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. 相似文献