Analytical and quantitative thinking skills are core components of science but can be challenging to teach in introductory biology courses. To address this issue, modest curriculum modifications, including methods of hypothesis testing, data collection, and statistical analysis, were introduced into existing exercises in an introductory biology laboratory course. After completing the updated course, students demonstrated improved ability to understand and interpret statistical analyses. Furthermore, students were more likely to understand that hypothesis development and quantitative data analysis are important parts of biology. This study indicates that small changes to laboratory curricula can effect important changes in student learning and attitudes.
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October 2011
Research Article|
October 01 2011
Integrating Active Learning & Quantitative Skills into Undergraduate Introductory Biology Curricula
Jessica Goldstein,
Jessica Goldstein
JESSICA GOLDSTEIN is a Lecturer in Biology at Barnard College, 3009 Broadway, New York, NY 10027; e-mail: jgoldstein@barnard.edu
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Dan F. B. Flynn
Dan F. B. Flynn
DAN F. B. FLYNN is a graduate student in Ecology, Evolution, and Environmental Biology at Columbia University, 1200 Amsterdam Avenue, New York, NY 10027; e-mail: dff2101@columbia.edu.
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The American Biology Teacher (2011) 73 (8): 454–461.
Citation
Jessica Goldstein, Dan F. B. Flynn; Integrating Active Learning & Quantitative Skills into Undergraduate Introductory Biology Curricula. The American Biology Teacher 1 October 2011; 73 (8): 454–461. doi: https://doi.org/10.1525/abt.2011.73.8.6
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