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Evaluating a modeling curriculum by using heuristics for productive disciplinary engagement
Julia Svoboda1, Cynthia Passmore
1School of Education, University of California-Davis, Davis, CA 95616, USA. jmsvoboda@ucdavis.edu
CBE Life Sciences Education
|September 3, 2010
Summary
This study used design heuristics to evaluate undergraduate biology curricula, finding that instructor role-modeling and scientific norm practice enhance student learning experiences in authentic scientific contexts.
Area of Science:
- Biology Education
- Curriculum Development
- Science Pedagogy
Background:
- The BIO2010 report emphasized authentic learning experiences for undergraduate biology students.
- There is a need for research to guide biology curriculum reform.
- This study addresses the need for evidence-based approaches to curriculum design.
Purpose of the Study:
- To explore the use of six design heuristics for evaluating curricula.
- To assess the potential of curricula to foster productive student learning.
- To inform biology curriculum reform based on modern scientific practices.
Main Methods:
- Utilized data from a long-term study of an undergraduate traineeship.
- Focused on mathematical modeling in modern biological problems.
- Applied three specific design heuristics: instructor role-modeling, adherence to scientific norms, and practice of norms.
Main Results:
- Instructor role-modeling, scientific norm adherence, and practice consistently supported learning.
- Differences in student authority, problem structure, and resource access impacted student engagement.
- Illustrative examples highlight heuristic effectiveness across the curriculum.
Conclusions:
- Design heuristics offer a concrete framework for evaluating and improving biology curricula.
- Implementing specific heuristics can enhance authentic learning experiences for science students.
- Findings provide practical guidance for achieving BIO2010 goals in biology education.
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