Working at the biology/mathematics interface: mathematical modelling and sixth form biology

Shone, John

doi:10.1080/0020739880190402

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Mathematical Modelling1

Introduction1

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1989

2020

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“…The value of the mathematical modelling process is that it allows predictions about the behaviour of systems which facilitate the design of experimental investigations to test hypotheses-certainly a similar paradigm to that of the physical sciences (Shone, 1988a(Shone, , 1988b.…”

Section: Mathematical Modellingmentioning

confidence: 99%

Letters

Shone¹,

Peterson²

1989

Journal of Biological Education

Self Cite

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Section: Mathematical Modellingmentioning

confidence: 99%

Letters

Shone¹,

Peterson²

1989

Journal of Biological Education

Self Cite

View full text Add to dashboard Cite

“…A further study on the transition from post-16 study to university mathematics in 1985 suggested that very few students develop a critical understanding of mathematics when leaving secondary school (Bibby, 1985). In 1988 it was identified that a lot of work was required to advance post-16 quantitative biology (Shone, 1988).…”

Section: Introductionmentioning

confidence: 99%

How prepared do students feel for the quantitative nature of a biological sciences degree?

Franklin

Harrison

2020

Journal of Biological Education

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How prepared do students feel for the quantitative nature of a Biosciences degree?Quantitative abilities and techniques are vital in modern biosciences from lab calculations and classical hypothesis testing to the growth of 'omics' and big data. Long before the transition between Higher Education and the workplace can be considered, the transition between Secondary and Higher Education must be. Students doing bioscience degrees at a UK university were surveyed to ascertain the factors that prepared students best for the quantitative nature of a biosciences degree.Student perceptions of biosciences as a quantitative subject altered once they began degree level study. Students who studied mathematics post-16 felt more prepared for the quantitative nature of their degree. Secondary level biology does not prepare students for the quantitative nature of degree level biosciences. Student's felt that physics, computer studies, geography and psychology were subjects which contributed alongside mathematics, biology and chemistry to their secondary quantitative education.Post-16 mathematics is only an entry requirement for 1of 49 biosciences courses across the UK's Russell Group universities.Most students do not feel prepared by their Secondary Education for the quantitative nature of a biosciences degree and Higher Education Institutions do not ask for quantitative qualifications. This study highlights the lack of preparedness perceived by students and the potential discord in this field between Secondary and Higher Education.

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Working at the biology/mathematics interface: mathematical modelling and sixth form biology

Cited by 2 publications

References 30 publications

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How prepared do students feel for the quantitative nature of a biological sciences degree?

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