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ERIC Number: EJ823020
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1931-7913
Teaching Statistics in Biology: Using Inquiry-Based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses
Metz, Anneke M.
CBE - Life Sciences Education, v7 n3 p317-326 Fall 2008
There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p less than 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p less than 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study. (Contains 3 tables and 4 figures.)
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A