Integrating Active Learning & Quantitative Skills into Undergraduate Introductory Biology Curricula

Abstract

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.