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Integrating active learning and quantitative skills into undergraduate introductory biology curricula

By: Goldstein, Jessica, Flynn, Dan F.B.
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.
Goldstein, Jessica, Flynn, Dan F.B., (2011), "Integrating active learning and quantitative skills into undergraduate introductory biology curricula", The American Biology Teacher, 73, 8: pg: 454-461, October, (DOI: 10.1525/abt.2011.73.8.6). Cited by:


Type Article
Journal The American Biology Teacher
Cite key goldstein_flynn2011
Year 2011
Month October
Volume 73
Issue/Number 8
Pages 454-461
DOI 10.1525/abt.2011.73.8.6
Keywords undergraduate, curriculum, laboratory course, statistics, quantitative thinking