| |
This project was prepared as part of a BioQUEST faculty
development workshop entitled BioQUEST Summer 2008 Faculty Workshop Problem Solving in Biology: Data, Tools and Resources from Plant Science at
Southeast Missouri State University in
June 2008. The BioQUEST Curriculum Consortium is committed to the reform of undergraduate biology
instruction through an emphasis on engaging students in
realistic scientific practices. This approach is sometimes
characterized as an inquiry driven approach and is
captured in BioQUEST's three P's (problem-posing,
problem-solving, and peer-persuasion). As part of this workshop groups of faculty
were encouraged to initiate innovative curricular
projects. We are sharing these works in progress in the
hope that they will stimulate further exploration,
collaboration and development.
Please see the following links for additional information:
Upcoming events BEDROCK Problem Spaces
|
| |
|
| |
|
|
|
|
|
|
| |
|
|
| |
Introductory Biology majors classes, second year high school
|
|
| |
Botany and zoology instructors desire to truly integrate plant and animal physiology (instead of teaching them sequentially with no true comparisons).
We can see, then, that autotrophic and heterotrophic organisms differ both in their nutrient requirements and in the problems associated with nutrient procurement. And we would expect that they have evolved radically different adaptations in response to the different selection pressures acting upon them. We shall therefore discuss these two great groups of organisms separately . . . but shall indicate similarities between them where appropriate. p. 154.
Keeton, W. 1967. Biological Science. Norton & Company: New York.
|
|
| |
|
|
| |
Student worksheets
Instructor content and process matrix
Keeton, W. 1967. Biological Science. Norton & Company: New York.
|
|
| |
Revision of course at Lane Community College (BI 212 Principles of Biology II), Winter 2009.
Pilot integration in Principles of Biology 142 at Saint-Mary-of-the-Woods.
|
|