Incorporating Programming, Modeling, and Data Analysis into an Introductory Biology Course

Autor/inn/en	Bush, Eliot C.; Adolph, Stephen C.; Donaldson-Matasci, Matina C.; Hur, Jae; Schulz, Danae
Titel	Incorporating Programming, Modeling, and Data Analysis into an Introductory Biology Course
Quelle	In: Journal of College Science Teaching, 50 (2021) 3, S.23-27 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Biology; Science Instruction; Teaching Methods; Problem Solving; Homework; Assignments; STEM Education; Nonmajors; Programming; Undergraduate Students; Introductory Courses; Computer Science Education + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Hausaufgabe; Assignment; Auftrag; Zuweisung; STEM; Programmierung; Einführungskurs; Computer science lessons; Informatikunterricht
Abstract	This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions. Assessment based on course evaluations suggests that the course was effective in increasing engagement with Biology in a population of STEM-oriented students who are mostly nonmajors. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01