The use of computer-based assessments in a field biology module

Baggott, Glenn K.; Rayne, Richard C.

doi:10.3108/beej.9.5

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…Field-based education is particularly critical to the biological sciences, providing fundamental training for key disciplines such as botany, zoology, ecology, physiology, systematics, and conservation science [1,4,11]. Field studies underlie the conceptual and technical bases for these disciplines and are required to ensure their healthy growth.…”

Section: Summary Of the Researchmentioning

confidence: 99%

“…Fieldwork tasks should be as productive as possible and recognize ways in which the learning experience could be further enhanced [2]. Enhancements range from a staged sequence of enquiry-based exercises [5] through use of mobile devices to utilise travel time effectively [1,3] The field practice is a very important practice link in pharmacy undergraduate education, and it is an important teaching link of botany theory [12].…”

Section: Summary Of the Researchmentioning

confidence: 99%

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Terminology Work of Future Biology Teachers During the Field-Based Training in Botany

Pererva¹

2020

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.

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Section: Summary Of the Researchmentioning

confidence: 99%

Section: Summary Of the Researchmentioning

confidence: 99%

Terminology Work of Future Biology Teachers During the Field-Based Training in Botany

Pererva¹

2020

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“…There appear to be a range of possibilities to use technology in terms of better preparing students in advance of field work (McMorrow, 2005), and to ensure maximum benefit is gained when students are in the field (Baggott and Rayne, 2007;Baggott, 2009;Cullen et al, 2007). Certainly the advance in IT and web-based technologies could help to ensure that less able students can experience working in the field (Healey et al, 2002;Fletcher et al, 2002).…”

Section: Future Perspectivesmentioning

confidence: 99%

Biological Fieldwork Provision in Higher Education

Maw

Mauchline

Park

2011

Bioscience Education

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Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered 'exotic' overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision.

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“…Significant improvement in learning effectiveness was shown in a variety of biological subject areas. For example, successful learning modules have been developed for diffusion and osmosis (Meir et al 2005), DNA replication (Woods et al 2008), field biology (Baggott and Rayne 2007), genetics (Calie et al 2007), macroevolution (Perry et al 2008), and viral evolution (Rybarczyk 2008a, b). These and other examples illustrate the potential for computational approaches to enhance and invigorate biology education at secondary and postsecondary levels (Syh-Jong 2008).…”

Section: Introductionmentioning

confidence: 99%

Phylogenetic Analysis: How Old are the Parts of Your Body?

et al. 2009

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According to the National Academy of Sciences, biology students in the USA are not being adequately prepared for successful futures. Of paramount concern is a lack of sufficient training in quantitative and computational skills, which are needed to compete effectively for an array of educational and occupational opportunities. In this paper, we introduce a classroom exercise that invites students to solve a simple biological problem and illustrates the need for a computer-assisted strategy to arrive at a solution. The exercise invites students to consider the question "How old are the parts of your body?" Some features of the human body are more ancient than others. For example, our bodies have both hair and backbones, but backbones arose much earlier in evolutionary history. Our exercise relies upon MEGA 4.0, a free, visually appealing, and intuitive computer program that allows students to gather DNA or protein sequences from electronic databases, then use them to infer phylogenetic trees. Student-inferred phylogenies are used to explore the relative order in which diverse aspects of the human form evolved. In the process, students are trained to use powerful features of MEGA and encouraged through group discussion to consider additional applications of the technology they have learned. Our lesson plan includes a brief video, a web site with essential terminology and links for further exploration, a hands-on experience using MEGA, and a follow-up discussion.

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The use of computer-based assessments in a field biology module

Abstract: Formative computer-based assessments (CBAs)

Cited by 6 publications

References 8 publications

Terminology Work of Future Biology Teachers During the Field-Based Training in Botany

Terminology Work of Future Biology Teachers During the Field-Based Training in Botany

Biological Fieldwork Provision in Higher Education

Phylogenetic Analysis: How Old are the Parts of Your Body?

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