Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn-Reference-Cited by-同舟云学术

Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn

Published:2017-02-01 Issue:2 Volume:79 Page:144-148
ISSN:0002-7685
Container-title:The American Biology Teacher
language:en
Short-container-title:

Author:

Chapin Kenneth James¹,Nonacs Peter¹,Hayes Loren D.¹

Affiliation:

1. KENNETH JAMES CHAPIN is in the Department of Neurobiology, Physiology, and Behavior at the University of California, Davis. PETER NONACS is in the Department of Ecology & Evolutionary biology at the University of California, Los Angeles. LOREN D. HAYES is in the Department of Biology, Geology, and Environmental Sciences at the University of Tennessee at Chattanooga. The author for correspondence

Abstract

Game theory is used in biology to understand why otherwise rational individuals make nonintuitive decisions regarding cooperation and competition. Recently, biology teachers engaged their students in game theory curricula by presenting them with a real-world game theory challenge: the opportunity to cheat on a game theory exam. Here we present a guide for other teachers to employ this provocative and educational classroom exercise, and discuss the results of the Cheating to Learn exercise in a biology class.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Link

http://online.ucpress.edu/abt/article-pdf/79/2/144/277236/abt_2017_79_2_144.pdf

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