Teaching physics to life science students - Examining the role of biological context

2012 ◽  
Author(s):  
Catherine H. Crouch ◽  
Kenneth Heller ◽  
N. Sanjay Rebello ◽  
Paula V. Engelhardt ◽  
Chandralekha Singh
Keyword(s):  
Life Science ◽  
Science Students ◽  
Teaching Physics ◽  
Biological Context

scholarly journals First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis

2021 ◽  
Vol 11 (8) ◽  
pp. 369
Author(s):  
Ilona Södervik ◽  
Maija Nousiainen ◽  
Ismo. T. Koponen
Keyword(s):  
Network Analysis ◽  
Life Science ◽  
First Year ◽  
Analysis Tool ◽  
Science Students ◽  
Analysis Method ◽  
Language Of Science ◽  
University Life ◽  
Verbal Problem

The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.

scholarly journals On a Calculus-based Statistics Course for Life Science Students

2010 ◽  
Vol 9 (3) ◽  
pp. 298-310 ◽  
Author(s):  
Joseph C. Watkins
Keyword(s):  
Life Science ◽  
Science Students ◽  
Scientific Background ◽  
Statistics Course

The choice of pedagogy in statistics should take advantage of the quantitative capabilities and scientific background of the students. In this article, we propose a model for a statistics course that assumes student competency in calculus and a broadening knowledge in biology. We illustrate our methods and practices through examples from the curriculum.

Antigenic variation in its biological context

1984 ◽  
Vol 307 (1131) ◽  
pp. 27-40 ◽  
Keyword(s):  
Salivary Glands ◽  
Antigenic Variation ◽  
Tsetse Fly ◽  
Mammalian Host ◽  
Full Understanding ◽  
Anamnestic Response ◽  
Insect Midgut ◽  
The Relationship ◽  
Biological Context

The biology of antigenic variation is discussed, and the problems that must be solved to provide a full understanding of antigenic variation are considered. These are (i) the induction of v.s.g. synthesis in the salivary glands of the tsetse fly; (ii) the nature of the restriction on v.s.g. genes that allows only some of them to be expressed in the salivary glands; (iii) the nature of ‘predominance’ in v.s.g. expression in the mammalian host, and the mechanism by which it operates; (iv) the repression of v.s.g. synthesis in the insect midgut; (v) the anamnestic response that produces expression of the ingested variant in the first patent parasitaemia in the mammalian host; (vi) the mechanism by which only one v.s.g. gene at a time is expressed; (vii) the relationship if any ofv.s.g. structure to v.s.g.-associated differences in growth rate and host range; (viii) the role of v.s.g. release within the life cycle and to pathogenesis.

scholarly journals ACADEMIC ACHIEVEMENT IN ENVIRONMENTAL SCIENCE OF B.ED. STUDENTS

2021 ◽  
pp. 16-19
Author(s):  
Mrs.V.Gnanaselvi ◽  
Dr. Edward William Benjamin
Keyword(s):  
Academic Achievement ◽  
Environmental Education ◽  
Significant Relationship ◽  
Environmental Science ◽  
Science Students

The role of Environmental education is perceived as one that would generate awareness and provide opportunities to gain knowledge, attitudes and skills which are required to protect and improve the environment. This study examines Academic Achievement in Environmental Science of B.Ed.students, with reference to their Gender, Stream of Subjects and Qualification. The Academic Achievement in environmental science was collected from the respective colleges. The results of the present study reflect that there is no significant relationship with respect to Gender, there exist significant relationship in Academic Achievement of Environmental science between Arts and Science students and Undergraduate and Postgraduates student. KEYWORDS: Environmental science, Academic achievement, B.Ed. students.

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