A Biology Concept Framework
was created that placed the vast number of concepts and details being
taught in Introductory Biology in a hierarchical and cross-referenced
We began designing "personalized" problem sets
in which each student answer questions that cover the same conceptual
material as their classmates, but with different particulars.
Therefore, students can work in groups but still produce their own work.
We also began using concept questions
in recitation sections. The questions were prepared by the students
before section and related the biology topic of the day to real life.
Make learning more active:
and experiments that ground abstract concepts in reality by allowing
students to see, touch, and smell biology reagents in the context of
experimental design and interpretation were developed.
The in-class demonstrations were expanded to create a voluntary laboratory component
in which the students could delve more deeply into hands-on activities
and explore the connections between different topics in the course.
collaboration with the teacher education program at MIT, we developed
an exercise in which the students used wearable computers to
participate in a simulation of genetics experiments.
Using technology to fill a need:
Graham Walker's use of images and video clips to enhance his lectures by sharing the excitement of biology with students.
Student use of a computer program that generates 3D representations of protein structures.
The students were able to manipulate the structures and use the
information they gleaned to learn about basic biochemical principles.
The creation of interactive lecture interfaces to allow students to explore protein structure and function outside of the classroom environment and on their own time frame.
were created that help students understand basic biological processes
by focusing on the key concepts rather than stressing details.