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Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking
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Author(s): Tennille D. Presley (Winston-Salem State University, USA), Noelle A. Harp (Winston-Salem State University, USA), Latrise S. Holt (Winston-Salem State University, USA), Destini Samuel (Winston-Salem State University, USA)and Jill JoAnn Harp (Winston-Salem State University, USA)
Copyright: 2021
Volume: 2
Issue: 1
Pages: 19
Source title:
International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE)
Editor(s)-in-Chief: Yufeng Qian (Louisiana State University, USA)
DOI: 10.4018/IJITLHE.20210101.oa5
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Abstract
Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.
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