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Articles 1 - 7 of 7
Full-Text Articles in Biology
Primary Literature Across The Undergraduate Curriculum: Teaching Science Process Skills And Content, Emily S.J. Rauschert, Joseph Dauer, Jennifer L. Momsen, Ariana Sutton-Grier
Primary Literature Across The Undergraduate Curriculum: Teaching Science Process Skills And Content, Emily S.J. Rauschert, Joseph Dauer, Jennifer L. Momsen, Ariana Sutton-Grier
Biological, Geological, and Environmental Faculty Publications
No abstract provided.
Saturday In The Park With Franz And Joyce, Julie Trachman, William A. Casari, Nelson Nunez-Rodriguez, Flor Henderson, Yoel Rodriguez, Jason Libfeld
Saturday In The Park With Franz And Joyce, Julie Trachman, William A. Casari, Nelson Nunez-Rodriguez, Flor Henderson, Yoel Rodriguez, Jason Libfeld
Touchstone
No abstract provided.
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
Faculty Publications
A common complaint among instructors of introductory biology courses is the course covers too much material. Without a national consensus specifying which topics are essential, instructors are leery of excluding material. A survey was administered to Two-Year College and Four-Year College and University section members of the National Association of Biology Teachers (NABT) to identify the topics and skills college and university biology instructors believe students completing introductory biology should know and comprehend. Analysis identified a strong consensus for twenty topics and seven skills that should be included in all year-long introductory college biology course sequences for majors.
Evolution And Personal Religious Belief: Christian University Biology-Related Majors’ Search For Reconciliation, Mark Winslow, John Staver, Lawrence C. Scharmann
Evolution And Personal Religious Belief: Christian University Biology-Related Majors’ Search For Reconciliation, Mark Winslow, John Staver, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The goal of this study was to explore Christian biology-related majors’ perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology-related majors at or recent biology-related graduates from a mid-western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non-salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic …
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only …
On The Theory Of Evolution Versus The Concept Of Evolution: Three Observations, Guillermo Paz-Y-Miño C, Avelina Espinosa
On The Theory Of Evolution Versus The Concept Of Evolution: Three Observations, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Here we address three misconceptions stated by Rice et al. in their observations of our article Paz-y-Miño and Espinosa (Evo Edu Outreach 2:655–675, 2009), published in this journal. The five authors titled their note “The Theory of Evolution is Not an Explanation for the Origin of Life.” First, we argue that it is fallacious to believe that because the formulation of the theory of evolution, as conceived in the 1800s, did not include an explanation for the origin of life, nor of the universe, the concept of evolution would not allow us to hypothesize the possible beginnings of …
Classroom Manipulative To Engage Students In Mathematical Modeling Of Disease Spread: 1 + 1 = Achoo!, H. Gaff, M. Lyons, G. Watson
Classroom Manipulative To Engage Students In Mathematical Modeling Of Disease Spread: 1 + 1 = Achoo!, H. Gaff, M. Lyons, G. Watson
Biological Sciences Faculty Publications
Infectious diseases ranging from the common cold to cholera affect our society physically, emotionally, ecologically, and economically. Yet despite their importance and impact, there remains a lack of effective teaching materials for epidemiology and disease ecology in K-12, undergraduate, and graduate curricula [2]. To address this deficit, we've developed a classroom lesson with three instructional goals: (1) Familiarize students on basic concepts of infectious disease ecology; (2) Introduce students to a classic compartmental model and its applications in epidemiology; (3) Demonstrate the application and importance of mathematical modeling as a tool in biology. The instructional strategy uses a game-based mathematical …