Introductory Biology Textbooks Under-Represent Scientific Process
Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Ou...
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American Society for Microbiology
2011
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oai:doaj.org-article:368ec07c5ff64c4b8d0309b4692b37d82021-11-15T15:03:24ZIntroductory Biology Textbooks Under-Represent Scientific Process10.1128/jmbe.v12i2.3071935-78851935-7877https://doaj.org/article/368ec07c5ff64c4b8d0309b4692b37d82011-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v12i2.307https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Our hypothesis was that introductory biology books devote relatively few figures to illustration of the design and interpretation of experiments or field studies, thereby de-emphasizing the scientific process. To investigate this possibility, we examined figures in six Introductory Biology textbooks published in 2008. On average, multistep scientific investigations were presented in fewer than 5% of the hundreds of figures in each book. Devoting such a small percentage of figures to the processes by which discoveries are made discourages an emphasis on scientific thinking. We suggest that by increasing significantly the illustration of scientific investigations, textbooks could support undergraduates’ early interest in biology, stimulate the development of design and analytical skills, and inspire some students to participate in investigations of their own.Dara B. DuncanAlexandra LubmanSally G. HoskinsAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 12, Iss 2, Pp 143-151 (2011) |
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Special aspects of education LC8-6691 Biology (General) QH301-705.5 |
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Special aspects of education LC8-6691 Biology (General) QH301-705.5 Dara B. Duncan Alexandra Lubman Sally G. Hoskins Introductory Biology Textbooks Under-Represent Scientific Process |
description |
Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Our hypothesis was that introductory biology books devote relatively few figures to illustration of the design and interpretation of experiments or field studies, thereby de-emphasizing the scientific process. To investigate this possibility, we examined figures in six Introductory Biology textbooks published in 2008. On average, multistep scientific investigations were presented in fewer than 5% of the hundreds of figures in each book. Devoting such a small percentage of figures to the processes by which discoveries are made discourages an emphasis on scientific thinking. We suggest that by increasing significantly the illustration of scientific investigations, textbooks could support undergraduates’ early interest in biology, stimulate the development of design and analytical skills, and inspire some students to participate in investigations of their own. |
format |
article |
author |
Dara B. Duncan Alexandra Lubman Sally G. Hoskins |
author_facet |
Dara B. Duncan Alexandra Lubman Sally G. Hoskins |
author_sort |
Dara B. Duncan |
title |
Introductory Biology Textbooks Under-Represent Scientific Process |
title_short |
Introductory Biology Textbooks Under-Represent Scientific Process |
title_full |
Introductory Biology Textbooks Under-Represent Scientific Process |
title_fullStr |
Introductory Biology Textbooks Under-Represent Scientific Process |
title_full_unstemmed |
Introductory Biology Textbooks Under-Represent Scientific Process |
title_sort |
introductory biology textbooks under-represent scientific process |
publisher |
American Society for Microbiology |
publishDate |
2011 |
url |
https://doaj.org/article/368ec07c5ff64c4b8d0309b4692b37d8 |
work_keys_str_mv |
AT darabduncan introductorybiologytextbooksunderrepresentscientificprocess AT alexandralubman introductorybiologytextbooksunderrepresentscientificprocess AT sallyghoskins introductorybiologytextbooksunderrepresentscientificprocess |
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