Impact of Introductory Physics for the Life Sciences in a Senior Biology Capstone Course

Autor/inn/en	Geller, Benjamin D.; Rubien, Jack; Hiebert, Sara M.; Crouch, Catherine H.
Titel	Impact of Introductory Physics for the Life Sciences in a Senior Biology Capstone Course
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010120 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geller, Benjamin D.) ORCID (Hiebert, Sara M.) ORCID (Crouch, Catherine H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Biology; Science Instruction; Capstone Experiences; Longitudinal Studies; Introductory Courses; Models; Biological Sciences; Comparative Analysis; Student Attitudes; Thinking Skills; Task Analysis; Correlation; Prior Learning; Interdisciplinary Approach; Course Descriptions; College Seniors; Outcomes of Education; Teaching Methods; Scoring Rubrics; Pennsylvania + Suchen Sie Ihr Suchwort? Physik; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Einführungskurs; Analogiemodell; Abwasserbiologie; Schülerverhalten; Denkfähigkeit; Aufgabenanalyse; Korrelation; Vorkenntnisse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursstrukturplan; College; Colleges; Senior; Hochschule; Fachhochschule; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen
Abstract	A goal of introductory physics for life sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longitudinal study of the impact of IPLS on student work in later biology and chemistry courses. We report here on one part of that study, a comparison of written responses by students with different physics backgrounds on a diffusion task administered in a senior biology capstone course. We observed differences in student reasoning that were found to be associated with prior or concurrent enrollment in IPLS. In particular, we found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about diffusive phenomena, and to successfully coordinate between multiple representations of diffusive processes, even up to two years after taking the IPLS course. Finally, we describe methodological challenges encountered in both this task and other tasks used in our longitudinal study. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01