ArticleCBE life sciences education2011
Teaching biology through statistics: application of statistical methods in genetics and zoology courses.
Article in CBE life sciences education, 2011. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
18 citing papers in PubMed.
- Teaching students to R3eason, not merely to solve problem sets: The role of philosophy and visual data communication in accessible data science education.PLoS computational biology · 2023Article
- Biology Students' Math and Computer Science Task Values Are Closely Linked.CBE life sciences education · 2022Article
- Online Strategies To Improve Quantitative Skills in Microbiology Laboratory Classes.Journal of microbiology & biology education · 2022Article
- Improving Students' Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention.CBE life sciences education · 2022Article
- Paired Multiple-Choice Questions Reveal Students' Incomplete Statistical Thinking about Variation during Data Analysis.Journal of microbiology & biology education · 2021Article
- Teaching quantitative ecology online: An evidence-based prescription of best practices.Ecology and evolution · 2020Article
- Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.CBE life sciences education · 2019Article
- Analysis validation has been neglected in the Age of Reproducibility.PLoS biology · 2018Article
- Technology as a tool in teaching quantitative biology at the secondary and undergraduate levels: a review.Letters in biomathematics · 2018Article
- Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology.CBE life sciences education · 2017Article
- Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.CBE life sciences education · 2017Article
- The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.CBE life sciences education · 2017Article
- Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines.Journal of science education and technology · 2016Article
- Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.CBE life sciences education · 2016Article
- The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.PLoS computational biology · 2015Article
- Genetics and evolution: an iOS application to supplement introductory courses in transmission and evolutionary genetics.G3 (Bethesda, Md.) · 2014Article
- Development and Validation of a Rubric for Diagnosing Students' Experimental Design Knowledge and Difficulties.CBE life sciences education · 2014Article
- Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.CBE life sciences education · 2012Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.