scholarly journals Using Citizen Science to Incorporate Research into Introductory Biology Courses at Multiple Universities

2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Heather D. Vance-Chalcraft ◽  
Terry A. Gates ◽  
Kelly A. Hogan ◽  
Mara Evans ◽  
Anne Bunnell ◽  
...  
Keyword(s):  
Citizen Science ◽  
Introductory Biology ◽  
Biology Courses

Critical Thinking Exercises for Introductory Biology Courses

BioScience ◽  
1991 ◽  
Vol 41 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Robin W. Tyser ◽  
William J. Cerbin
Keyword(s):  
Critical Thinking ◽  
Introductory Biology ◽  
Biology Courses

scholarly journals Erratum to:Using Avida-ED for Teaching and Learning About Evolution in Undergraduate Introductory Biology Courses

2009 ◽  
Vol 2 (4) ◽  
pp. 742-742
Author(s):  
Elena Bray Speth ◽  
Tammy M. Long ◽  
Robert T. Pennock ◽  
Diane Ebert-May
Keyword(s):  
Teaching And Learning ◽  
Introductory Biology ◽  
Biology Courses

scholarly journals From Bio 101 to Pillars of Biology: A Pedagogical Experiment

2016 ◽  
Vol 27 (2) ◽  
pp. 86
Author(s):  
Michelle E. Maxson ◽  
Sabrina A. Volpi ◽  
Sandeep N. Wontakal
Keyword(s):  
Cell Biology ◽  
Journal Club ◽  
Albert Einstein College ◽  
Albert Einstein ◽  
Introductory Biology ◽  
Research Article ◽  
New Students ◽  
Biology Courses ◽  
Classic Paper

Within the Department of Cell Biology at Albert Einstein College of Medicine, each student is required to present a research article of his or her choosing for the department journal club. As new students entering the Department, it was unclear to us (Sabrina Volpi and Sandeep Wontakal) whether there were any rules for choosing the papers we would pres- ent. Should the paper relate to work performed within the Department? Did the paper have to be published within the last year, or five years, or could we select a “classic” paper from the early 1900s? While pondering these questions, we realized we shared a great interest in reading the original “landmark” papers we had once learned about in our introductory biology courses, the papers that laid the foundation of what we know as biology today.

scholarly journals From Bio 101 to Pillars of Biology: A Pedagogical Experiment

2016 ◽  
Vol 27 (1) ◽  
pp. 86
Author(s):  
Michelle E. Maxson ◽  
Sabrina A Volpi ◽  
Sandeep N. Wontakal
Keyword(s):  
Cell Biology ◽  
Journal Club ◽  
Albert Einstein College ◽  
Albert Einstein ◽  
Introductory Biology ◽  
Research Article ◽  
New Students ◽  
Biology Courses ◽  
Classic Paper

Within the Department of Cell Biology at Albert Einstein College of Medicine, each student is required to present a research article of his or her choosing for the department journal club. As new students entering the Department, it was unclear to us (Sabrina Volpi and Sandeep Wontakal) whether there were any rules for choosing the papers we would present. Should the paper relate to work performed within the Department? Did the paper have to be published within the last year, or five years, or could we select a “classic” paper from the early 1900s? While pondering these questions, we realized we shared a great interest in reading the original “landmark” papers we had once learned about in our introductory biology courses, the papers that laid the foundation of what we know as biology today.

Molecular Sculpting: Active Learning of Subcellular Systems & Processes

2016 ◽  
Vol 78 (6) ◽  
pp. 482-491
Author(s):  
Peter J. T. White
Keyword(s):  
Active Learning ◽  
Molecular System ◽  
Calvin Cycle ◽  
Krebs Cycle ◽  
Three Dimensional ◽  
Learning Activity ◽  
Introductory Biology ◽  
Post Class ◽  
Biology Courses ◽  
Introductory Biology Course

Students often struggle to understand the complex molecular systems and processes presented in introductory biology courses. These include the Calvin cycle, the Krebs cycle, transcription and translation, and DNA replication, among others. Traditionally, these systems and processes are taught using textbook readings and PowerPoint slides as lecture aids; video animations have also become popular in recent years. Students tend to be passive observers in many of these methods of instruction, relying heavily on “memorization” learning techniques. To address this, I developed an active-learning intervention called “molecular sculpting” in which students construct two-dimensional or three-dimensional versions of an assigned molecular system or process, complete with representations of proteins, chromosomes, electrons, protons, and other molecules (depending on the system). The value of this learning activity was measured in five class sessions in an introductory biology course during the 2014–2015 academic year. Pre- and post-class written assignments showed that students were often able to describe course concepts more completely after sessions in which sculpting was used, compared with sessions without sculpting. Molecular sculpting is a unique, hands-on activity that appears to have significant learning gains associated with it; it can be adapted for use in a variety of K–14 biology courses.

scholarly journals Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

2013 ◽  
Vol 12 (3) ◽  
pp. 483-493 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Tessa M. Andrews ◽  
Andrea R. Litt
Keyword(s):  
Sexual Selection ◽  
Natural Selection ◽  
Undergraduate Students ◽  
Complex Traits ◽  
Student Understanding ◽  
Learning Activities ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Biology Courses

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.

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