An Analysis of plant awareness disparity within introductory Biology textbook images

2021 ◽  
pp. 1-10
Author(s):  
Kristi Brownlee ◽  
Kathryn M. Parsley ◽  
Jaime L. Sabel
Keyword(s):  
Introductory Biology ◽  
Biology Textbook

scholarly journals Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners

2018 ◽  
Vol 17 (1) ◽  
pp. ar6 ◽  
Author(s):  
L. Kate Wright ◽  
Jordan J. Cardenas ◽  
Phyllis Liang ◽  
Dina L. Newman
Keyword(s):  
Online Survey ◽  
Introductory Biology ◽  
Representational Competence ◽  
Biology Textbook

In this article, we begin to unpack the phenomenon of representational competence by exploring how arrow symbols are used in introductory biology textbook figures. Out of 1214 figures in an introductory biology textbook, 632 (52%) of them contained arrows that were used to represent many different concepts or processes. Analysis of these figures revealed little correlation between arrow style and meaning. A more focused study of 86 figures containing 230 arrows from a second textbook showed the same pattern of inconsistency. Interviews with undergraduates confirmed that arrows in selected textbook figures were confusing and did not readily convey the information intended by the authors. We also present findings from an online survey in which subjects were asked to infer meaning of different styles of arrows in the absence of context. Few arrow styles had intrinsic meaning to participants, and illustrators did not always use those arrows for the meanings expected by students. Thus, certain styles of arrows triggered confusion and/or incorrect conceptual ideas. We argue that 1) illustrators need to be more clear and consistent when using arrow symbols, 2) instructors need to be cognizant of the level of clarity of representations used during instruction, and 3) instructors should help students learn how to interpret representations containing arrows.

scholarly journals Environmental Biology

2009 ◽  
Vol 15 (4) ◽  
pp. 303
Author(s):  
William E. Davis Jr.
Keyword(s):  
Scientific Method ◽  
Environmental Science ◽  
Habitat Degradation ◽  
Cell Theory ◽  
Acanthaster Planci ◽  
Introductory Biology ◽  
Environmental Biology ◽  
Field Techniques ◽  
Biology Textbook

This is an introductory biology textbook that is tailored to the needs of students who will major or take courses in environmental science, conservation, sustainable development, or other areas that deal with anthropogenic problems of habitat degradation, extinction, and human over-population. It is an introductory text in that it presents all the paradigms of biology, including cell theory and evolution, as well as scientific method, field techniques, and problem solving, all with an environmental emphasis. Most of the focus of the numerous examples is on Australian subjects and problems. For example, three case studies presented in the introductory chapter deal with the conflict between timber production and the conservation of Leadbeater?s Possum Gymnobelideus leadbeateri, whether humans caused the outbreak of Crown-of-thorns Starfish Acanthaster planci on Australian reefs, and the conservation of a rare plant species, Corrigin Grevillea Grevillea scapigera, after massive land clearing in Western Australia.

scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

Sign in / Sign up

Export Citation Format

Share Document