The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty-Reference-Cited by-同舟云学术

The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty

Published:2021-12-15 Issue:3 Volume:22 Page:
ISSN:1935-7877
Container-title:Journal of Microbiology & Biology Education
language:en
Short-container-title:J Microbiol Biol Educ.

Author:

Cleveland Ann¹^ORCID,Sezen-Barrie Asli²,Marbach-Ad Gili³

Affiliation:

1. Corning School of Ocean Studies, Maine Maritime Academy, Castine, Maine, USA

2. School of Learning and Teaching, Research in STEM Education (RISE) Center, University of Maine, Orono, Maine, USA

3. College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, Maryland, USA

Abstract

Quantitative reasoning (QR) skills have become a critical competency for undergraduate biology students, and recommendations for curricular reform urge QR training throughout undergraduate biology programs. Much research has been directed at course design, pedagogy, and student challenges in QR, but less research has been directed toward understanding how biology faculty conceptualize the QR skills they are called upon to teach.

Publisher

American Society for Microbiology

Subject

General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education

Link

https://journals.asm.org/doi/pdf/10.1128/jmbe.00203-21

Reference60 articles.

1. National Research Council (US) Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century. 2003. BIO2010: transforming undergraduate education for future research biologists. National Academies Press Washington DC. doi:10.17226/10497.

2. Association of American Medical Colleges – Howard Hughes Medical Institute Joint Committee. 2009. Scientific foundations for future physicians. AAMC, Washington, DC.

3. American Association for the Advancement of Science. 2011. Vision and change in undergraduate biology education: a call to action. AAAS, Washington, DC.

4. 1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology

5. Undergraduate Quantitative Biology Impact on Biology Preservice Teachers

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Variations in Student Approaches to Problem Solving in Undergraduate Biology Education;CBE—Life Sciences Education;2024-06

2. Integrating Scientific Communication into the Liberal Arts Science Classroom Using Multiple Learning Strategies;Journal of Chemical Education;2023-12-20