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. 2008 Fall;7(3):267-78.
doi: 10.1187/cbe.08-06-0029.

Making biology learning relevant to students: integrating people, history, and context into college biology teaching

Katayoun Chamany  1 , Deborah Allen, Kimberly Tanner
Affiliations

Making biology learning relevant to students: integrating people, history, and context into college biology teaching

Katayoun Chamany et al. CBE Life Sci Educ. 2008 Fall.
No abstract available

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Figures

Figure 1.
Figure 1.
Example of a class-constructed genetics timeline. This image was constructed in one class session of an introductory genetics course in which students were asked to integrate the people, history, and experiments that led to an understanding of DNA as the transforming material. Events and publications from physics, chemistry, and biology are woven together; common techniques of the time are highlighted, including the use of radioactivity to trace molecules undergoing various molecular processes. The nod to “Bill and Doug” refers to a parable that helps students discern the differences between biochemical and genetic approaches and the merits of both in solving problems (Kellogg, 1994; Sullivan, 1993). There is a strong emphasis on the social ills of the time that drove discovery including infectious diseases (Griffiths, Hershey-Chase, Koch's Postulates), and attention is given to less-known figures such as Meischer, Franklin, and Wallace.
Figure 2.
Figure 2.
Example of student-constructed metagenomics and obesity timeline. When asked to submit a written summary of readings, which included research and review articles, this student spontaneously provided an additional timeline. This submission came midway through an intermediate-level course on the Human Genome Project and illustrates multiple approaches and methods to understanding the genetic and environmental contributions to the contemporary interdisciplinary problem of obesity.
See this image and copyright information in PMC

References

    1. AAC&U. The Global Century Report. 2007. [accessed 8 March 2008]. www.aacu.org/advocacy/leap/index.cfm.
    1. AAC&U and Carnegie Foundation for the Advancement of Teaching. The Integrated Learning Project. 2007. [accessed 8 March 2008]. www.carnegiefoundation.org/programs/index.asp?key=24.
    1. Allchin D. How not to teach history of science. J. Coll. Sci. Teach. 2000 30:33–37. [accessed 8 March 2008]; Longer version available at Pantaneto Forum. www.pantaneto.co.uk/issue7/allchin.htm.
    1. Allen D., Tanner K. Approaches to cell biology teaching: learning content in context—problem-based learning. Cell Biol. Educ. 2003;2:73–81. - PMC - PubMed
    1. Allen D., Tanner K. Rubrics: tools for making learning goals and evaluation explicit for both teachers and learners. CBE Life Sci. Educ. 2006;5:197–203. - PMC - PubMed

Publication types