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Abstract BackgroundIn introductory biology classrooms, cell and molecular concepts are often taught separate from those related to evolution and ecology, and usually in completely different courses. Furthermore, many examples used to teach introductory concepts are difficult for students to relate to. To address these issues, we developed curricular materials focused on the topic of breast cancer that: (1) aim to teach students how to integrate the various sub-disciplines of biology, with evolution as the unifying theme, and (2) aim to present course materials using relatable examples such as human health and disease. To assess the potential value of these materials, we asked students to complete a pre-unit and post-unit assessment before and after completing the interactive course unit on breast cancer. ResultsWe found that after learning about breast cancer, students reported that learning about biology in the context of human health made their learning experience easier, more interesting, and more relatable. After the unit, students also rated evolutionary concepts as being more important for understanding human health and disease. ConclusionsThese results have important implications for developing introductory biology curricula that have more personal appeal to students and may thus translate to better learning outcomes, as well as help students better understand the process of evolution as it occurs in humans.
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The most efficient sequence of study depends on the type of test
Summary Across three experiments featuring naturalistic concepts (psychology concepts) and naïve learners, we extend previous research showing an effect of the sequence of study on learning outcomes, by demonstrating that the sequence of examples during study changes the representation the learner creates of the study materials. We compared participants' performance in test tasks requiring different representations and evaluated which sequence yields better learning in which type of tests. We found that interleaved study, in which examples from different concepts are mixed, leads to the creation of relatively interrelated concepts that are represented by contrast to each other and based on discriminating properties. Conversely, blocked study, in which several examples of the same concept are presented together, leads to the creation of relatively isolated concepts that are represented in terms of their central and characteristic properties. These results argue for the integrated investigation of the benefits of different sequences of study as depending on the characteristics of the study and testing situation.
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- Award ID(s):
- 1824257
- PAR ID:
- 10454723
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Applied Cognitive Psychology
- Volume:
- 35
- Issue:
- 1
- ISSN:
- 0888-4080
- Page Range / eLocation ID:
- p. 82-97
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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