scholarly journals Oh, Behave! Behavior as an Interaction between Genes & the Environment

2014 ◽  
Vol 76 (7) ◽  
pp. 460-465 ◽  
Author(s):  
Emily G. Weigel ◽  
Michael DeNieu ◽  
Andrew J. Gall
Keyword(s):  
Animal Behavior ◽  
Biological Evolution ◽  
Scientific Paper ◽  
Educational Goals ◽  
Introductory Biology ◽  
Biology Students ◽  
Environment And Behavior ◽  
Science Standard ◽  
And Behavior ◽  
Generation Science Standard

This lesson is designed to teach students that behavior is a trait shaped by both genes and the environment. Students will read a scientific paper, discuss and generate predictions based on the ideas and data therein, and model the relationships between genes, the environment, and behavior. The lesson is targeted to meet the educational goals of undergraduate introductory biology, evolution, and animal behavior courses, but it is also suitable for advanced high school biology students. This lesson meets the criteria for the Next Generation Science Standard HS-LS4, Biological Evolution: Unity and Diversity (NGSS Lead States, 2013).

Review of Resources in environment and behavior.

1979 ◽  
Vol 24 (10) ◽  
pp. 879-879
Author(s):  
KARL E. WEICK
Keyword(s):  
Environment And Behavior ◽  
And Behavior

scholarly journals Special Issue on Mental Health and Well-Being in Adolescence: Environment and Behavior

2021 ◽  
Vol 18 (6) ◽  
pp. 2975
Author(s):  
Javier Ortuño-Sierra ◽  
Beatriz Lucas-Molina ◽  
Félix Inchausti ◽  
Eduardo Fonseca-Pedrero
Keyword(s):  
Mental Health ◽  
Well Being ◽  
Psychological Problems ◽  
Special Issue ◽  
Children And Adolescent ◽  
Environment And Behavior ◽  
And Behavior ◽  
Health And Well Being

Psychological problems in children and adolescent populations range from 10% to 20% [...]

scholarly journals Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students

2016 ◽  
Vol 15 (4) ◽  
pp. ar66 ◽  
Author(s):  
Laura R. Novick ◽  
Kefyn M. Catley
Keyword(s):  
21St Century ◽  
Assessment Instrument ◽  
Medium Size ◽  
Introductory Biology ◽  
Biology Students ◽  
Tree Thinking ◽  
Experimental Instruction ◽  
Vital Component ◽  
New Research ◽  
Business As Usual

The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5–6 weeks after the primary instruction in tree thinking. The nature of students’ postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL.

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