scholarly journals Cloning, Stem Cells, and the Current National Debate: Incorporating Ethics into a Large Introductory Biology Course

2002 ◽  
Vol 1 (4) ◽  
pp. 132-144 ◽  
Author(s):  
Rachel D. Fink
Keyword(s):  
Cell Biology ◽  
Ethical Issues ◽  
National Policy ◽  
Personal Beliefs ◽  
Introductory Biology ◽  
Moral Issues ◽  
National Debate ◽  
Real People ◽  
Current Events ◽  
Introductory Biology Course

Discussing the ethical issues involved in topics such as cloning and stem cell research in a large introductory biology course is often difficult. Teachers may be wary of presenting material biased by personal beliefs, and students often feel inhibited speaking about moral issues in a large group. Yet, to ignore what is happening “out there” beyond the textbooks and lab work is to do a disservice to students. This essay describes a semester-long project in which upperclass students presented some of the most complex and controversial ideas imaginable to introductory students by staging a mock debate and acting as members of the then newly appointed President's Council on Bioethics. Because the upperclass students were presenting the ideas of real people who play an important role in shaping national policy, no student's personal beliefs were put on the line, and many ideas were articulated. The introductory audience could accept or reject what they were hearing and learn information important for making up their own minds on these issues. This project is presented as an example of how current events can be used to put basic cell biology into context and of how exciting it can be when students teach students.

scholarly journals Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

2014 ◽  
Vol 13 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Susan Hester ◽  
Sanlyn Buxner ◽  
Lisa Elfring ◽  
Lisa Nagy
Keyword(s):  
Outcome Assessment ◽  
Cell Biology ◽  
Course Design ◽  
Mathematical Reasoning ◽  
Biology Education ◽  
Introductory Biology ◽  
Mathematical Skills ◽  
Experimental Section ◽  
Quantitative Skills ◽  
Introductory Biology Course

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students’ apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students’ understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students’ inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students’ biology learning.

scholarly journals Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

2013 ◽  
Vol 12 (3) ◽  
pp. 515-529 ◽  
Author(s):  
Douglas B. Luckie ◽  
Aaron M. Rivkin ◽  
Jacob R. Aubry ◽  
Benjamin J. Marengo ◽  
Leah R. Creech ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Cell Biology ◽  
Cellular Respiration ◽  
Introductory Biology ◽  
Final Exam ◽  
Medical College ◽  
Longitudinal Tracking ◽  
Wide Range ◽  
Final Exams ◽  
Introductory Biology Course

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

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.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

Kleine deeltjes, grote kwesties

2013 ◽  
Vol 41 (2) ◽  
Author(s):  
Lucien Hanssen ◽  
Tim Vos ◽  
Maartje Langeslag ◽  
Bart Walhout
Keyword(s):  
Civil Society ◽  
Ethical Issues ◽  
Civil Society Organizations ◽  
Small Particles ◽  
Academic Organizations ◽  
Civil Society Organisations ◽  
National Debate ◽  
Wide Range ◽  
Social And Ethical Issues ◽  
Issue Analysis

Small particles, big issues. An issue analysis of the Dutch national dialogue nanotechnology Small particles, big issues. An issue analysis of the Dutch national dialogue nanotechnology In 2010 the Dutch government sponsored a national dialogue on nanotechnology. A wide range of activities was organised to bring scientific and societal views into this national debate. Issue analysis showed that risk issues concerning health and environment got most attention. Good legislation and ethical motives also came up as prominent topics in discussions. Next to issue analysis, we analysed the type of organizations that orchestrated the different projects and we looked at possibilities to bring in public voices. It turned out that there is no difference in public outreach or involvement among professional media, civil society, or academic organizations. Civil society organizations often set social and ethical issues on the agenda. Due to a lack of capacity and expertise their actual participation in dialogue projects was limited. To strengthen a more robust societal perspective in further national dialogues one could invest in capacity building for civil society organisations.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kristin Huysken ◽  
Harold Olivey ◽  
Kevin McElmurry ◽  
Ming Gao ◽  
Peter Avis
Keyword(s):  
Student Performance ◽  
Cell Biology ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Collaborative Project ◽  
First Semester ◽  
Student Teams ◽  
Introductory Biology Course

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.

Identifying stakeholder opinion regarding access to “high-cost medicines”: A systematic review of the literature

Open Medicine ◽  
2014 ◽  
Vol 9 (3) ◽  
pp. 513-527 ◽  
Author(s):  
Philip Wahlster ◽  
Shane Scahill ◽  
Sanjay Garg ◽  
Zaheer-Ud-Din Babar
Keyword(s):  
Systematic Review ◽  
Ethical Issues ◽  
Treatment Options ◽  
System Level ◽  
Research Articles ◽  
Original Research ◽  
Review Of The Literature ◽  
Moral Issues ◽  
The Public ◽  
Patient Groups

AbstractObjective: To identify the viewpoints and perceptions of different stakeholders regarding high cost medicines (HCMs). Methods: A systematic review of the literature was performed to identify original research articles. Using predefined categories, data related to the viewpoints of different stakeholders was systematically extracted and analyzed. Results: Thirty seven original research articles matched the criteria. The main stakeholders identified include physicians, patients, public and health funding authorities. The influence of media and other economic and ethical issues were also identified in the literature. A large number of stakeholders were concerned about lack of access to HCMs. Physicians have difficulty balancing the the rational use of expensive drugs while at the same time acting as “patients’ advocate”. Patients would like to know about all treatment options, even if they may not be able to afford them. The process and criteria for reimbursement should be transparent and access has to be equitable across patient groups. Conclusion: Access to HCMs could be improved through transparency and involvement of all stakeholders, especially patients and the public. Moral issues and the “rule of rescue” could influence decision-making process significantly. At system level, objectivity is important to ensure that the system is equitable and transparent.

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