Using Active Learning to Teach Concepts and Methods in Quantitative Biology

Abstract

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms.

On the missing link in ecology: improving communication between modellers and experimentalists

“…The degree of guidance with model formulation would depend then on the amount of time allocated to the course. A recent overview over active learning approaches in mathematical biology is given by Waldrop et al ().…”

Zebrafish Melanophores: A Model for Teaching Second Messenger Systems

“…The exercise described above is also certainly within current best practices for teaching the science. [3][4][5]14,15 …”

“…Such active learning environments have improved student learning in science education. [3][4][5] At the undergraduate level, zebrafish are now being used to teach molecular skills, 6 physiology, 7,8 genetics, 1 environmental biology, 9 tissue regeneration, 10 and behavior. 11 Their broad appeal across scientific disciplines has led to the use of zebrafish in integration of more diverse fields, such as art and science, 12,13 and the development of new curricula that emphasize active learning.…”

Technology as a tool in teaching quantitative biology at the secondary and undergraduate levels: a review

“…In an exceedingly data-driven world, biologists face mounting pressure to be experienced in quantitative methods to analyze and synthesize biological processes (Feser, Vasaly, and Herrera 2013). Quantitative literacy is not only important for students majoring in biology and pursuing future careers in the field, it is also important that non-majors gain quantitative literacy to improve their ability to understand and interpret scientific findings (Waldrop et al 2015; Handelsman et al 2004; Gross 2000). Quantitative biology needs to be introduced to students early in their educational pursuits to ensure their abilities are fully developed once they enter the workforce (Bialek and Botstein 2004).…”

“…In 2003, the National Research Council (NRC) introduced BIO2010 , which urged undergraduate biology programs to increase the quantitative aspects of curricula (National Research Council 2003). Many research and teaching intensive undergraduate institutions have implemented new degree programs, courses, and research opportunities to satisfy this initiative (Jungck et al 2010; Jungck 2011; Chapman, Christmann, and Thatcher 2006; Aikens and Dolan 2014; Karsai and Knisley 2009; Marsteller et al 2010; Robeva and Laubenbacher 2009; Waldrop et al 2015; Lee and Tsai 2013). In this paper, we review examples in secondary and undergraduate courses that demonstrate how the use of technology can be an e ective medium in which quantitative skills can be developed in a Biology classroom (Balter, Enstrom, and Klingenberg 2013; Hennessy et al 2007; Schroeder et al 2007).…”