New Intro Bio Approach - Revision history

Pasellers: /* DRAFT Experimental Design */

2010-05-17T19:41:12Z

‎DRAFT Experimental Design

2010-05-14T21:17:47Z

‎DRAFT Experimental Design

2010-05-14T18:47:16Z

2010-05-14T18:46:48Z

2010-03-22T20:09:02Z

‎Draft Objectives

2010-03-22T19:47:04Z

‎Draft Objectives

2010-03-19T14:24:17Z

‎To Do Lists

2010-03-17T17:53:47Z

‎Draft Objectives

2010-03-17T17:52:40Z

‎Draft Objectives

2010-03-17T17:50:37Z

‎To Do Lists

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 *** A set of concepts, definitions, and processes to learn
 *** A process of investigating questions
-*** Other (OPEN-ENDED)
+*** Other [OPEN-ENDED]
-** What biology courses have you taken so far in high school and college? (OPEN-ENDED)
+** What biology courses have you taken so far in high school and college? [OPEN-ENDED]
-** What biology courses do you plan to take in the future? (OPEN-ENDED) - Did this course make you want to take more biology courses? Was this course fundamentally different than previous biology courses you have had?
+** What biology courses do you plan to take in the future? [OPEN-ENDED]

@@ Line 96: / Line 96: @@
 *** Other (OPEN-ENDED)
 ** What biology courses have you taken so far in high school and college? (OPEN-ENDED)
-** What biology courses do you plan to take in the future? (OPEN-ENDED)
+** What biology courses do you plan to take in the future? (OPEN-ENDED) - Did this course make you want to take more biology courses? Was this course fundamentally different than previous biology courses you have had?

← Older revision		Revision as of 18:47, 14 May 2010
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−	~~<nowiki>Insert non-formatted text here</nowiki>==~~Meeting Notes==	+	Meeting Notes==
	[[March 2, 2010]]		[[March 2, 2010]]

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-==Meeting Notes==
+<nowiki>Insert non-formatted text here</nowiki>==Meeting Notes==
 [[March 2, 2010]]
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 '''In July''': test assessment tools and get student feedback; revise tools.

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 Compare students in experimental and control introductory biology courses along the following dimensions:
-) Retention of content. ''This seems vague - retention at point of initial examination? at final exam? 3 months after semester is over? And what is meant by content? -material that is memorized and regurgitated? Or critical thinking and analytical skills? Or quantitative skills? Or all of the above? And is this "content" as defined by each individual instructor from different sections? Or core content that all sections should be learning?  Answering this question will inform whether our assessment of content will be uniform across sections or will test the different content taught in different sections.''
+) Retention of content. By content, we mean that students should retain specific facts such as oxygen dissolves better in a hemoglobin solution than in plain water. But they should also explain why this is true at high O<sub>2</sub> concentrations but not low.
-a) ''Critical analysis of'', and extraction of biological information from, data. <br>
+We would like them to retain factual information for longer as hypothesized by constructivist theory.
-b) Formulation of questions, ''testable hypotheses'', and well controlled experiments based on previous data.
 ) Perceptions of biology as a discipline, and science in general. (What role does vocabulary play?)

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 ==To Do Lists==
 Malcolm:
-# Ask Dave and Jennifer if they are willing to participate at different levels of assessment (clicker daily, weekly, etc.) '''Meeting Wed. 17 March with Dave and Jennifer.'''
+# Ask Dave and Jennifer if they are willing to participate at different levels of assessment (clicker daily, weekly, etc.) '''Dave and Jennifer willing to be assessed once a month including pre and post surveys'''
-# It would be good if all Bio111 faculty could agree on all assessment objectives. I will ask about general principles first, and details as they take shape. We will write and assess all tools. '''Meeting Wed. 17 March with Dave and Jennifer.'''
+# It would be good if all Bio111 faculty could agree on all assessment objectives. I will ask about general principles first, and details as they take shape. We will write and assess all tools. '''Not full responses at this point. 5 Big Ideas obviously not their focus.'''
 # Talk to Kevin about getting 4 color versions of my chapters in 3 hole versions. '''Approved.'''

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 a) Extraction of biological information from data. <br>
-b) Formulation of testable questions and well controlled experiments.
+b) Formulation of testable questions and well controlled experiments based on previous data.
 ) Perceptions of biology as a discipline, and science in general. (What role does vocabulary play?)
-) Enrollment in subsequent more biology courses.
+) Enrollment in more biology courses.
 ==To Do Lists==

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 '''What are the objectives for the assessment?'''
-Compare students in new and traditional introductory biology courses along the following dimensions:
+Compare students in experimental and control introductory biology courses along the following dimensions:
 ) Retention of content.