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Teaching quantitative biology: goals, assessments, and resources
Melissa L Aikens1, Erin L Dolan2
1Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Molecular Biology of the Cell
|November 5, 2014
Summary
Few educational innovations in quantitative biology have been published since BIO2010. This paper proposes a backward design framework to integrate quantitative skills and attitudes into undergraduate biology education, emphasizing collaborative research for better assessment tools.
Area of Science:
- Biology Education
- Quantitative Biology
- Curriculum Development
Background:
- BIO2010 recommended increased quantitative skills in undergraduate biology.
- Limited research exists on educational innovations and their impact in quantitative biology.
- A decade later, the need for quantitative biology education remains critical.
Purpose of the Study:
- To address the need for more quantitative biology education.
- To provide a framework for integrating quantitative skills and attitudes into biology curricula.
- To guide biologists in teaching quantitative concepts effectively.
Main Methods:
- Utilized a backward design framework for curriculum development.
- Outlined quantitative skill and attitude goals.
- Proposed assessment strategies and teaching resources.
Main Results:
- A structured approach (backward design) is presented for teaching quantitative biology.
- Identified needs for improved assessment tools in quantitative biology education.
- Highlighted the necessity of interdisciplinary collaboration.
Conclusions:
- Biologists need resources and frameworks to enhance quantitative instruction.
- Collaborations between quantitative biologists and education researchers are essential.
- Further research is needed to evaluate the effectiveness of teaching strategies on student quantitative skill development and attitudes.