Using the principles of BIO2010 to develop an introductory, interdisciplinary course for biology students.
Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.
Matthews
Kelly E
KE
Teaching and Educational Development Institute and Faculty of Science, University of Queensland, Brisbane, QLD, Australia. k.matthews1@uq.edu.au
Adams
Peter
P
Goos
Merrilyn
M
D001695:Biology / Q000193:education*; D058025:Interdisciplinary Studies; D010465:Perception; D015397:Program Evaluation; D013334:Students; D013663:Teaching / Q000379:methods*
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