Biology

Why Formative Assessment?

Year: 
2013
Short Description: 
In this short text, the power of formative assessment as a teaching tool is detailed, and examples of opportunities for formative assessment within Foundation Science Biology proposed, for Learning Experiences (LE) 2, 3 and 4.

Content Sequencing in Foundation Science

Year: 
2013
Short Description: 
This short text explains the reasoning for the sequencing of the content in Foundation Science: Biology. Specifically, it describes the content sequence for the full year curriculum, for the Genetics Unit, for a Learning Experience, and provides examples.

A Drake's Tale: Genetics Software Gets a Lift from Gaming

Lead Organization(s): 
Year: 
2012
Short Description: 
Many of us learned about dominant and recessive genes in a humdrum high school biology class. Some of us may still recognize the terms and symbols twenty or thirty years later—are your eyes bb or Bb? But, as it turns out, a very small number of traits in humans and other animals, plants, amoeba … you name it … involve the dominance mechanism of a single gene with just two alleles. (An allele is a variation of a gene, like the B or b in the above example.) The more biologists discover about the mechanisms of inheritance, the fewer traits we can point to that involve only one gene or can be illustrated using a simple Punnett square. In fact, biologists are compiling information about our genes at an astounding rate. As the process of sequencing DNA improves, the science of biology is dramatically changing.

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Lead Organization(s): 
Year: 
2012
Short Description: 
Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

Project Summary

During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.

Research Questions

Year: 
2010

Pages

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