Analytical and quantitative thinking skills are core components of science but can be challenging to teach in introductory biology courses. To address this issue, modest curriculum modifications, including methods of hypothesis testing, data collection, and statistical analysis, were introduced into existing exercises in an introductory biology laboratory course. After completing the updated course, students demonstrated improved ability to understand and interpret statistical analyses. Furthermore, students were more likely to understand that hypothesis development and quantitative data analysis are important parts of biology. This study indicates that small changes to laboratory curricula can effect important changes in student learning and attitudes.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 73 • No. 8