scholarly journals Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

2021 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Tennille D. Presley ◽  
Noelle A. Harp ◽  
Latrise S. Holt ◽  
Destini Samuel ◽  
Jill JoAnn Harp
Keyword(s):  
American Association ◽  
Integrative Learning ◽  
General Biology ◽  
Learning Attitudes ◽  
Powerful Approach ◽  
Biology I ◽  
Attitudes About Science ◽  
Biological Concepts ◽  
Study Support ◽  
Students Attitudes

Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

scholarly journals Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
American Association ◽  
Integrative Learning ◽  
General Biology ◽  
Learning Attitudes ◽  
Powerful Approach ◽  
Biology I ◽  
Attitudes About Science ◽  
Biological Concepts ◽  
Study Support ◽  
Students Attitudes

Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING APPROACH IN THE TEACHING OF HANG STYLE LONG JUMP

2020 ◽  
Vol 13 (2) ◽  
pp. 24-30
Author(s):  
Octavianus Cahyanto Adhie
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
School Context ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Improvement ◽  
Learning Attitudes ◽  
Long Jump ◽  
Students Attitudes

The learning improvement of physical education can be done through implementing learning approach which is suitable for 21st Century era. This research is a descriptive quantitative research which aims to describe the effectiveness of the hang style long jump learning using problem-based learning approach based on students’ learning outcomes and attitude in vocational high school context. The subject of the research were students of  X ATR 1 and X TKRO 1 students of SMKN 1 Cangkringan. The data were obtained from the result of observation sheets, learning outcome tests, and questionnaire of students’ attitudes towards learning. The result showed that hang style long jump learning using problem-based learning approach was effective based on students’ learning outcomes and learning attitudes. The passing students reached 100% for X ATR 1 students and 80,65% for X TKRO 1 students.  The students’ learning attitudes towards physical education subject in the category of minimum more than 80% high were 100% for X ATR 1 students and 90.32% for X TKRO 1 students.

scholarly journals A Small-Scale Concept-based Laboratory Component: The Best of Both Worlds

2006 ◽  
Vol 5 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Dina Gould Halme ◽  
Julia Khodor ◽  
Rudolph Mitchell ◽  
Graham C. Walker
Keyword(s):  
Scientific Method ◽  
Small Scale ◽  
Massachusetts Institute Of Technology ◽  
Abstract Concepts ◽  
Hands On ◽  
Laboratory Component ◽  
Biological Concepts ◽  
Students Attitudes ◽  
Institute Of Technology ◽  
Concept Framework

In this article, we describe an exploratory study of a small-scale, concept-driven, voluntary laboratory component of Introductory Biology at the Massachusetts Institute of Technology. We wished to investigate whether students' attitudes toward biology and their understanding of basic biological principles would improve through concept-based learning in a laboratory environment. With these goals in mind, and using our Biology Concept Framework as a guide, we designed laboratory exercises to connect topics from the lecture portion of the course and highlight key concepts. We also strove to make abstract concepts tangible, encourage learning in nonlecture format, expose the students to scientific method in action, and convey the excitement of performing experiments. Our initial small-scale assessments indicate participation in the laboratory component, which featured both hands-on and minds-on components, improved student learning and retention of basic biological concepts. Further investigation will focus on improving the balance between the minds-on concept-based learning and the hands-on experimental component of the laboratory.

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