ArticleMolecular biology of the cell2014
Teaching quantitative biology: goals, assessments, and resources.
Article in Molecular biology of the cell, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
18 citing papers in PubMed.
- Expansion of Personas to Guide Professional Development in Implementing Evidence-Based Practices in Diverse Institutions.CBE life sciences education · 2025Article
- Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses.Journal of microbiology & biology education · 2025Article
- Prioritization of the concepts and skills in quantitative education for graduate students in biomedical science.PloS one · 2023Article
- Mapping Human Neuronal Diversity in the Search for New Therapeutics: Using Real Human Neuron Data Sets to Build Student Quantitative Skills.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2023Article
- Teaching Basic Calculations in an Introductory Biology Lab.Journal of microbiology & biology education · 2022Article
- The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty.Journal of microbiology & biology education · 2021Article
- Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?CBE life sciences education · 2020Article
- PUMAA: A Platform for Accessible Microbiome Analysis in the Undergraduate Classroom.Frontiers in microbiology · 2020Article
- Combining Microbial Culturing With Mathematical Modeling in an Introductory Course-Based Undergraduate Research Experience.Frontiers in microbiology · 2020Article
- Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.CBE life sciences education · 2019Article
- Getting Messy with Authentic Data: Exploring the Potential of Using Data from Scientific Research to Support Student Data Literacy.CBE life sciences education · 2019Article
- Technology as a tool in teaching quantitative biology at the secondary and undergraduate levels: a review.Letters in biomathematics · 2018Article
- 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
- Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE).CBE life sciences education · 2017Article
- Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.CBE life sciences education · 2017Article
- Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.CBE life sciences education · 2016Article
- A data science practicum to introduce undergraduate students to bioinformatics for research.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
More than a decade has passed since the publication of BIO2010, calling for an increased emphasis on quantitative skills in the undergraduate biology curriculum. In that time, relatively few papers have been published that describe educational innovations in quantitative biology or provide evidence of their effects on students. Using a "backward design" framework, we lay out quantitative skill and attitude goals, assessment strategies, and teaching resources to help biologists teach more quantitatively. Collaborations between quantitative biologists and education researchers are necessary to develop a broader and more appropriate suite of assessment tools, and to provide much-needed evidence on how particular teaching strategies affect biology students' quantitative skill development and attitudes toward quantitative work.
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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.