ArticleCBE life sciences education2016
Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 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
10 citing papers in PubMed.
- Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs.CBE life sciences education · 2025Article
- Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.CBE life sciences education · 2023Article
- Teaching Basic Calculations in an Introductory Biology Lab.Journal of microbiology & biology education · 2022Article
- A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning.Frontiers in microbiology · 2022Article
- Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety.CBE life sciences education · 2021Article
- Data-rich textbook figures promote core competencies: Comparison of two textbooks.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Data science in cell imaging.Journal of cell science · 2021Review
- The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics.CBE life sciences education · 2021Article
- Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.CBE life sciences education · 2019Article
- 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
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning.
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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.