Two-Year Community: Modeling
            <i>Tiktaalik:</i>
            Using a Model-Based Inquiry Approach to Engage Community College Students in the Practices of Science During an Evolution Unit

Baze, Christina L.; Gray, Ron

doi:10.2505/4/jcst18_047_04_12

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…At the undergraduate level, MBI has been described in chemistry (Khan, 2007; Tien et al , 2007; Walker et al , 2011) and physics (Brewe, 2008; Zwickl et al , 2014). In undergraduate biology, curricula have been developed for content-based courses that engage students in developing conceptual models (Speth et al , 2014; Bierema et al , 2017; Baze and Gray, 2018) or using models to aid in interpretation of data (Zagallo et al ., 2016). Svoboda and Passmore (2010) also described a small-enrollment course for biology students to engage in authentic mathematical modeling.…”

Section: Introductionmentioning

confidence: 99%

Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum That Increases Undergraduates’ Scientific Agency and Skills

Hester

Nadler

Katcher

et al. 2018

LSE

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Providing opportunities for science, technology, engineering, and mathematics undergraduates to engage in authentic scientific practices is likely to influence their view of science and may impact their decision to persist through graduation. Laboratory courses provide a natural place to introduce students to scientific practices, but existing curricula often miss this opportunity by focusing on confirming science content rather than exploring authentic questions. Integrating authentic science within laboratory courses is particularly challenging at high-enrollment institutions and community colleges, where access to research-active faculty may be limiting. The Authentic Inquiry through Modeling in Biology (AIM-Bio) curriculum presented here engages students in authentic scientific practices through iterative cycles of model generation, testing, and revision. AIM-Bio university and community college students demonstrated their ability to propose diverse models for biological phenomena, formulate and address hypotheses by designing and conducting experiments, and collaborate with classmates to revise models based on experimental data. Assessments demonstrated that AIM-Bio students had an enhanced sense of project ownership and greater identification as scientists compared with students in existing laboratory courses. AIM-Bio students also experienced measurable gains in their nature of science understanding and skills for doing science. Our results suggest AIM-Bio as a potential alternative to more resource-intensive curricula with similar outcomes.

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