Mathematics provides us with tools to capture and explain phenomena in everyday biology, even at the nanoscale. The most regularly applied technique to biology is differential equations. In this article, we seek to present how differential equation models of biological phenomena, particularly the flow through ion channels, can be used to motivate…

Online peer feedback has proven to be practically useful for instructors and to be useful for learning, especially for the feedback provider. Because students can vary widely in skill level, some research has explored matching reviewer and author by performance level. However, past research on the impacts of reviewer matching has found little…

Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in…

Machine learning algorithms that automatically score scientific explanations can be used to measure students' conceptual understanding, identify gaps in their reasoning, and provide them with timely and individualized feedback. This paper presents the results of a study that uses Hebrew NLP to automatically score student explanations in Biology…

Exams constitute the predominant form of summative assessment in undergraduate biology education, with the assumption that exam performance should reflect student conceptual understanding. Previous work highlights multiple examples in which students can answer exam problems correctly without the corresponding conceptual understanding. This…

A real world sample of actual data that students can use to see the application of the Hardy-Weinberg law to a real population is provided. The directions for using a six-step algorithmic procedure to determine Hardy-Weinberg percentages on the data given are described. (KR)

Explains an algorithm which details procedures for solving a broad class of genetics problems common to pre-college biology. Several flow charts (developed from the algorithm) are given with sample questions and suggestions for student use. Conclusions are based on the authors' research (which includes student interviews and textbook analyses).…

Explains how a simple three-step algorithm can aid college students in solving synapse transmission problems. Reports that all of the students did not completely understand the algorithm. However, many learn a simple working model of synaptic transmission and understand why an impulse will pass across a synapse quantitatively. Students also see…

Investigates high school students' understanding of the physical relationship of chromosomes and genes as expressed in their conceptual models and in their ability to manipulate the models to explain solutions to dihybrid cross problems. Describes three typical models and three students' reasoning processes. Discusses four implications. (YP)