Math Bio or Biomath? Flipping the mathematical biology classroom

Eager, Eric Alan; Peirce, James; Barlow, Patrick J.

doi:10.1080/23737867.2014.11414476

Cited by 14 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The flipped classroom has been studied in several other subjects. Alan Eager et al (2014) used the flipped classroom approach in teaching a mathematical biology class for life science majors. Kaner and Fiedler (2014) described the implementation of the flipped classroom in a computer science class on software testing.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course

Gokhale¹

2021

IJCE

View full text Add to dashboard Cite

This study analyzes flipped mode of instruction in Corporate Finance. In the current environment, with many students in quarantine and greater emphasis on self-study, it is even more relevant to understand how students understand and retain concepts derived from online environment. In this study, performance of students in flipped mode is compared with the performance in traditional lecture-style. In flipped class, students watched a brief video-lecture, took an online assessment quiz prior to attending an interactive discussion-based class session, unlike the traditional lecture style. The results of this study suggest that with flipped mode, most students take greater responsibility of their learning, prefer hands-on learning, achieve more and feel more satisfied with their performance. However, there is no statistical difference in the test scores of students in the flipped classroom as compared to the traditional classroom.

show abstract

Section: Review Of Relevant Literaturementioning

confidence: 99%

Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course

Gokhale¹

2021

IJCE

View full text Add to dashboard Cite

show abstract

“…Several foundational textbooks exist to provide an introduction to mathematical biology as well as authentic examples (Allman and Rhodes 2003;Bodine et al 2014;Chou and Friedman 2016;Edelstein-Keshet 2005;Otto and Troy 2007). The use of technology and novel pedagogies have also yielded positive results: For example, (1) presentation of biological information in the classroom is effective through the use of interactive teaching methods for instruction (Pulley et al 2019); (2) teaching mathematical applications to science students using a flipped-classroom approach increases their cognitive skills, and active learning techniques reduce achievement gaps relative to traditional teaching methods (Eager et al 2014;Theobald et al 2020) ; (3) the integration of mathematics to a biological application of microarrays increased student performance related to the experimental concepts (Madlung et al 2011). These types of interactive learning experiences for students are highly effective, especially if presented early in their academic experience to promote student persistence in science, technology, engineering, and mathematics (Griffith 2010;Austin 2018).…”

Section: Recommendations For Colleges/universities Administratorsmentioning

confidence: 99%

Mathematical Biology: Expand, Expose, and Educate!

Lee

Clinedinst

2020

Bull Math Biol

View full text Add to dashboard Cite

Mathematical biology has made significant contributions and advancements in the biological sciences. Recruitment efforts focus on encouraging students, especially those who are underrepresented and underserved, to pursue the field of mathematical biology, regardless of their undergraduate institution type, and raise awareness about the countless professional and academic possibilities provided by this specialized training. This article examines the need to expand, expose, and educate others about mathematical biology. To support field expansion, we give several recommendations of ways to integrate mathematics applied curricula to attract broader student interest. With this exposure-whether it is led by an individual, a department, a university, or researchers in mathematical biology-each can help to promote a base knowledge and appreciation of the field. In order to encourage the next generation of researchers to consider mathematical biology, we highlight current interdisciplinary programs, share popular mathematical tools, and present some thoughts on ways to support a thriving and inclusive mathematical biology community for years to come.

show abstract