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Using authentic scientific data to improve quantitative reasoning in ecology and evolutionary biology

Author(s): Louise Mead1, Elizabeth H Schultheis1, Melissa Kjelvik1, Alexa Warwick1, Molly Stuhlsatz2

1. BEACON Center for the Study of Evolution in Action, Michigan State University 2. Biological Sciences Curriculum Study

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Summary:
Presentation made by Louise Mead et al. as part of the "Bringing Research Data to the Ecology Classroom: Opportunities, Barriers, and Next Steps” Session at the Ecological Society of America annual meeting, August 8th, 2017, Portland Oregon

Licensed under CC Attribution-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 15 Aug 2017 doi:10.25334/Q4066P - cite this

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    Background/Question/Methods

    Students in the United States consistently lag behind other industrialized countries in terms of science education outcomes, prompting concerns that the next generation of Americans is inadequately prepared to address pressing 21st century socio-scientific issues. To address these shortcomings, the landscape of science education is undergoing a fundamental shift with new reform calling for a focus on students’ ability to analyze and interpret data, use mathematical thinking, and communicate arguments based on evidence. Scientists and science educators are broadly engaged in developing resources to meet these calls for reform.

    Results/Conclusions

    One such resource, Data Nuggets, brings real data from cutting-edge scientific research to students. Originally developed for K-12 classrooms, Data Nuggets are now being used in undergraduate biology courses, and engaging students with data from experiments in evolutionary biology as well as ecology. We will highlight these resources, discuss challenges to implementation, and present current efforts to evaluate the efficacy of Data Nuggets.

    http://datanuggets.org/

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