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Implementing Recommendations for Introductory Biology by Writing a New Textbook

We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. T...

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Autores principales: Barsoum, Mark J., Sellers, Patrick J., Campbell, A. Malcolm, Heyer, Laurie J., Paradise, Christopher J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3587850/
https://www.ncbi.nlm.nih.gov/pubmed/23463233
http://dx.doi.org/10.1187/cbe.12-06-0086
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author Barsoum, Mark J.
Sellers, Patrick J.
Campbell, A. Malcolm
Heyer, Laurie J.
Paradise, Christopher J.
author_facet Barsoum, Mark J.
Sellers, Patrick J.
Campbell, A. Malcolm
Heyer, Laurie J.
Paradise, Christopher J.
author_sort Barsoum, Mark J.
collection PubMed
description We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology.
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spelling pubmed-35878502013-03-05 Implementing Recommendations for Introductory Biology by Writing a New Textbook Barsoum, Mark J. Sellers, Patrick J. Campbell, A. Malcolm Heyer, Laurie J. Paradise, Christopher J. CBE Life Sci Educ Articles We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. American Society for Cell Biology 2013 /pmc/articles/PMC3587850/ /pubmed/23463233 http://dx.doi.org/10.1187/cbe.12-06-0086 Text en © 2013 M. J. Barsoum et al.CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®,” “The American Society for Cell Biology®,” and “Molecular Biology of the Cell®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Articles
Barsoum, Mark J.
Sellers, Patrick J.
Campbell, A. Malcolm
Heyer, Laurie J.
Paradise, Christopher J.
Implementing Recommendations for Introductory Biology by Writing a New Textbook
title Implementing Recommendations for Introductory Biology by Writing a New Textbook
title_full Implementing Recommendations for Introductory Biology by Writing a New Textbook
title_fullStr Implementing Recommendations for Introductory Biology by Writing a New Textbook
title_full_unstemmed Implementing Recommendations for Introductory Biology by Writing a New Textbook
title_short Implementing Recommendations for Introductory Biology by Writing a New Textbook
title_sort implementing recommendations for introductory biology by writing a new textbook
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3587850/
https://www.ncbi.nlm.nih.gov/pubmed/23463233
http://dx.doi.org/10.1187/cbe.12-06-0086
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