Teaching Statistics in Biology: Using Inquiry-based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses
Teaching Statistics in Biology: Using Inquiry-based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses
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DOI：
10.1187/cbe.07-07-0046
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发表时间：
2008-09-01
影响因子：
3.7
通讯作者：
Metz, Anneke M.
中科院分区：
文献类型：
--
作者：
Metz, Anneke M.
生物科学专业的学生越来越需要在数据分析的定量方法方面打下坚实的基础。虽然大多数科学，工程和数学领域的专业都要求采取至少一个统计课程，统计分析是很难融入本科生物课程的工作，特别是在较低的司级。统计要素被纳入了生物学入门课程，包括统计概念的审查和机会，让学生进行统计分析的生物背景。学习成果的测量与11个项目的统计学习调查工具开发的课程。学生在完成生物学导论后，统计学知识增加了25%（p < 0.005），具有统计学意义。学生在完成生物学入门课程后，即使他们之前已经完成了统计学入门课程，他们在调查中的得分也有所提高（9%，提高p < 0.005）。学生重新测试1年后，完成介绍生物学显示没有损失的统计知识，通过该仪器测量，这表明在生物学课程工作中使用统计学可能有助于长期保留统计知识。在研究中，男女学生在学习方面没有统计学上的显著差异。
There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study.