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Chapter 0: Instructor's Guide to Integrating Concepts in Biology

Conclusion and References

The way students use ICB may very well determine their long-term success in biology. ICB is designed to foster critical thinking skills and your construction of students’ knowledge. Occasionally, students may feel frustrated as they struggle with challenging Integrating Questions or Bio-Math Explorations, but the potential rewards are great. When information is passively given to students, the content is difficult to remember. When they actively assemble the information into a coherent concept, it will stay with them longer.4,5 As their teacher, you want your students to become critical thinkers who are able to analyze and interpret scientific data, even if they don’t become scientists. We hypothesize that students will be more likely to choose a career in science once they discover that science is not obsessed by memorization of facts, but emphasizes discovery, innovation, and problem-solving. Regardless of their vocation, your students will see the relevance of science to their lives. By using ICB, we have discovered that offering these opportunities to students enhances our teaching experience as well.

 

References

  1. Barsoum MJ, Sellers P, Campbell AM, Heyer LJ, Paradise CJ (2013) Implementing recommendations for introductory biology by writing a new textbook. CBE Life Sciences Education 12:1–11. DOI: 10.1187/cbe.12-06-0086.
  2. Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, Board on Life Sciences, Division on Earth and Life Studies. (2003) BIO 2010: Transforming Undergraduate Education for Future Research Biologists. National Research Council of the National Academies. The National Academies Press, Washington, D.C.
  3. Brewer CA, Smith D (eds.) Vision and Change in Undergraduate Biology Education: A Call to Action. Final report of a national conference organized by the American Association for the Advancement of Science with support from the National Science Foundation. http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf.
  4. National Research Council (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: The National Academies Press. 384 pages.
  5. Schwartz MS, Fischer KW (2003) Building vs. borrowing: the challenge of actively constructing ideas. Liberal Education Summer:22–29.
  6. Duncan DB, Lubman A, Hoskins SG (2011) Introductory biology textbooks under-represent scientific process. Journal of Microbiology & Biology Education, 12:143–151. DOI: 10.1128/jmbe.v12i2.307.
  7. McEwing R (2003). A Summary of Key National Educational Reform Agendas. http://people.ysu.edu/∼ramcewing/edreform.pdf (accessed 20 June 2014).
  8. Mervis J (2010). Better intro courses seen as key to reducing attrition of STEM majors. Science 330:306.
  9. Freeman S, Haak D, Wenderoth MP (2011). Increased course structure improves performance in introductory biology. CBE Life Sciences Education 10:175–186.
  10. Ebert-May D, Batzli J, Lim H (2003) Disciplinary research strategies for assessment of learning. Bioscience 53:1221–1228.
  11. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academies of Science. www.pnas.org/cgi/doi/10.1073/pnas.1319030111.
  12. Derting TL, Ebert-May D (2010) Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement. CBE Life Sciences Education 9 (Winter 2010):462–472.
  13. Udovic D, Morris D, Dickman A, Postlethwait J, Wetherwax P (2002) Workshop biology: demonstrating the effectiveness of active learning in an introductory biology course. BioScience 52:272–281.
  14. Alexander P, Kulikowich J, Schulze S (1994) The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition. Learning and Individual Differences 6:379–397.
  15. Committee on Learning Research and Educational Practice, National Research Council (1999) Donovan MS, Bransford JD, Pellegrino JW (eds.) How People Learn: Bridging Research and Practice. http://www.nap.edu/catalog/9457.html.
  16. Brownell SE, Freeman S, Wenderoth MP, Crowe AJ (2014) BioCore Guide: a tool for interpreting the core concepts of Vision and Change for biology majors. CBE Life Sciences Education 13:200–211.
Glossary
Publishing Information
Citation: Paradise, C. (2014). Conclusion and References. Retrieved from http://www.trunity.net/ICB-demo/view/article/542988a00cf2a51e13d13985